PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · kooperatif bagi siswa kelas 12 SMK N 2 DEPOK dirancang, dan (b) bagaimana bentuk materi speaking berbahasa Inggris menggunakan

SPEAKING MATERIALS USING COOPERATIVE LEARNING

APPROACH FOR THE TWELFTH GRADE OF CHEMICAL

STUDENTS IN SMK N 2 DEPOK

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain Sarjana Pendidikan Degree

in English Language Education

By

Cornelius Yoga Arindya Putra

Student Number: 101214041

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i




A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain Sarjana Pendidikan Degree

in English Language Education

By



ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

YOGYAKARTA

2015


ii

A Sarjana Pendidikan Thesis on




By



Approved by

Advisor

Date

Ag. Hardi Prasetyo, S.Pd., M.A. 8 January 2015


iii

A Sarjana Pendidikan Thesis on




By



Defended before the Board of Examiners

on 05 February 2015

and Declared Acceptable

Board of Examiners

Chairperson : P. Kuswandono, Ph.D. ……………

Secretary : Drs. Barli Bram, M.Ed., Ph.D. ……………

Member : Ag. Hardi Prasetyo, S.Pd., M.A. ……………

Member : Drs. Barli Bram, M.Ed., Ph.D. ……………

Member : Carla Sih Prabandari, S.Pd., M.Hum. ……………

Yogyakarta, 05 February 2015

Faculty of Teachers Training and Education

Sanata Dharma University

Dean,

Rohandi, Ph.D.


iv

Strength is not just about winning. Even if my

attempts are pathetic and comical, then I am

covered by the mud of my defeat. I will keep

fighting and look up at the sky as I lie on the

ground, that is a proof of true strength!

-Haruyuki Arita (Accel World)-


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain of work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 05 February 2015

The Researcher


101214041


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Cornelius Yoga Arindya Putra

Nomor Mahasiswa : 101214041

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharmakarya ilmiah saya yang berjudul:




Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya

sebagai peneliti.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 05 January 2015

Yang menyatakan



vii

ABSTRACT

Putra, Cornelius Yoga Arindya. (2015). Speaking Materials Using Cooperative

Learning Approach for the Twelfth Grade of Chemical Students in SMK N 2

Depok. Yogyakarta: Universitas Sanata Dharma.

The suitability of learning materials greatly influences the language

learning process, especially for learning English. Meanwhile, the curriculum

system used in Indonesia at this time is SBC (School Based Curriculum) which

requires schools to develop a curriculum which is appropriate to the environment

or region of origin and in accordance with the needs or interests of learners and

relevant to the needs of life such as in the areas of society, the business

community or the world of work. In fact, there are some materials that are less

suitable for the students, especially for vocational high school students. Therefore,

through this study, the researcher is trying to develop the English Speaking

materials for the students of SMK N 2 Depok, Sleman, Yogyakarta by applying the

methods of cooperative learning.

This study was aimed at solving these two research problems: (a) how are

the speaking materials using cooperative learning for the twelfth grade students of

SMK N 2 DEPOK designed, and (b) what does English-speaking material using

cooperative learning for the twelfth grade students of SMK N 2 DEPOK look like.

In order to answer the first question, the researcher applied Research and

Development as the research method. In the research method, the researcher

implement five of Borg and Gall’s (1983) Research and Development stages.

Then, those stages were combined with Kemp’s (2011) Instructional Design

Theory to develop and design the speaking materials. In answering the second

question, the researcher presented the final form or final version of the designed

materials.

To obtain the necessary data, the research and information collecting was

done by distributing the pre-design questionnaire to 53 (fifty three) vocational

school students in the twelfth grade, conducting informal interview with the

English teachers, and observing the school’s support services. In developing this

speaking materials, the researcher used the principles of cooperative learning

approach (Johnson, 1994). In order to evaluate the designed material, the

researcher distributed the post-design questionnaire to one teacher and one

lecturer. The result showed that the designed material was good design but still

needs some improvement.

Keywords: speaking, Cooperative Learning Approach, design


viii

ABSTRAK

Putra, Cornelius Yoga Arindya. (2015). Speaking Materials Using Cooperative

Learning Approach for the Twelfth Grade of Chemical Students in SMK N 2

Depok. Yogyakarta: Universitas Sanata Dharma.

Kesesuaian materi pembelajaran sangat mempengaruhi proses

pembelajaran Bahasa, terutama untuk pembelajaran Bahasa Inggris. Sementara

itu, system krikulum yang digunakan di Indonesia pada saat ini yaitu KTSP

menuntut sekolah untuk mengembangkan kurikulum yang sesuai dengan

lingkungan atau daerah asalnya dan sesuai dengan kebutuhan atau kepentingan

peserta didiknya serta relevan dengan kebutuhan kehidupan seperti di bidang

kemasyarakatan, dunia usaha maupun dunia kerja. Faktanya, terdapat beberapa

materi yang kurang cocok untuk siswa – siswa sekolah tertentu terutama siswa

SMK. Oleh karena itu, melalui penelitian ini, peneliti mencoba mengembangkan

materi berbicara Bahasa Inggris untuk siswa SMK N 2 Depok, Sleman,

Yogyakarta dengan menerapkan pembelajaran dengan metode kooperatif.

Penelitian ini bertujuan untuk memecahkan dua masalah yaitu: (a)

bagaimana materi berbicara dalam Bahasa Inggris menggunakan pembelajaran

kooperatif bagi siswa kelas 12 SMK N 2 DEPOK dirancang, dan (b) bagaimana

bentuk materi speaking berbahasa Inggris menggunakan pembelajaran kooperatif

untuk siswa kelas 12 SMK N 2 DEPOK.

Untuk menjawab pertanyaan pertama, peneliti menerapkan Penelitian dan

Pengembangan sebagai metode penelitian. Dalam metode penelitian, peneliti

menerapkan 5 (lima) langkah penelitian dari Borg dan Gall (1983). Kemudian,

tahap – tahap tersebut digabungkan dengan Teori Instructional Design dari

Kemp (2011) untuk mengembangkan desain materi berbicara dalam Bahasa

Inggris. Dalam menjawab pertanyaan kedua, peneliti mempresentasikan bentuk

akhir atau versi final dari model yang dirancang.

Untuk mendapatkan data yang diperlukan, penelitian dan informasi

pengumpulan dilakukan dengan menyebarkan kuesioner pra-desain untuk 53

(lima puluh tiga) siswa SMK di kelas dua belas, melakukan wawancara informal

dengan guru bahasa Inggris, dan mengamati layanan dukungan sekolah. Dalam

mengembangkan model ini, peneliti menggunakan prinsip-prinsip pendekatan

pembelajaran kooperatif (Johnson, 1994). Dalam rangka untuk mengevaluasi

materi yang dirancang, peneliti mendistribusikan kuesioner pasca-desain untuk

satu guru dan satu dosen. Hasil penelitian menunjukkan bahwa bahan yang

dirancang adalah desain yang baik namun masih perlu beberapa perbaikan.

Kata kunci: speaking, Cooperative Learning Approach, design


ix

ACKNOWLEDGEMENTS

First of all, I would like to deliver my first gratitude to Jesus Christ for his

blessing, guidance, and support, so that I am able to finish my thesis. He always

gives me many things to learn, many chances to take and many dreams to

accomplish.

I would like to express my deepest gratitude to Agustinus Hardi

Prasetyo, S.Pd., M.A., my thesis advisor, for his patience, guidance, suggestions,

criticism, and support. I am proud of him because he gives a lot of suggestions

and opens my mind during my own process in finishing my thesis. I am also very

grateful to Bapak Tri Suko Bambang and Ibu Caecilia Tutyandari for their

willingness to evaluate my designed material.

I am deeply grateful to the principal of SMK N 2 Depok, Sleman,

Yogyakarta, Bapak Aragani Mizan Zakaria, for allowing me to conduct this

research in his school. I would like to give my appreciation to all teachers in this

school who always give me support especially Yohana Umiyati, S.Pd. and

Endang Listyandari, S.Pd., the English teachers in SMK N 2 Depok, Sleman,

Yogyakarta, for her kindness, guidance and suggestions.

I would like to give credits to all PBI lecturers for the invaluable chances

and moments for me to learn English. I also thank to Mbak Daniek and Mbak

Tari for their assistance during my study. In addition, I would like to express my

greatest gratitude to my family: my father, Paulus Salam, my mother, Yohana


x

Sri Aryani, my brother and sister Mas Hendy and Mbak Nisa and also my

beloved Yohana Natalia Vebriana for their everlasting love, care and support.

Then, I would like to give my deepest thanks to D’Banditz which some

lecturers call “boyband” (Arya, Crist, Obi, Nicko, Dry, Tito, and myself) who

always stay together whatever happens and who always support each other until

the end. We are not as smart as the other students but we can struggle and fight till

the end. I would like to say thank to all my friends in PBI, especially for my batch

2010. Finally, I would like to express my gratitude to everybody who has directly

and indirectly helped me in writing this thesis.



xi

TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................... i

APPROVAL PAGES ...................................................................................... ii

DEDICATION PAGE ..................................................................................... iv

STATEMENT OF WORK’S ORIGINALLITY ............................................. v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................ vi

ABSTRACT ................................................................................................... vii

ABSTRAK ....................................................................................................... viii

ACKNOWLEDGEMENTS ............................................................................ ix

TABLE OF CONTENTS ................................................................................ xi

LIST OF TABLES ......................................................................................... xiv

LIST OF FIGURES ....................................................................................... xv

LIST OF APPENDICES ................................................................................ xvi

CHAPTER I. INTRDUCTION ...................................................................... 1

A. Research Background .......................................................... 1

B. Research Problems .............................................................. 3

C. Problem Limitation .............................................................. 3

D. Research Objectives ............................................................ 3

E. Research Benefits ................................................................ 4

F. Definition of Terms ............................................................. 4

CHAPTER II. REVIEW OF RELATED LITERATURE ............................... 6

A. Theoretical Description ....................................................... 6

1. Speaking ........................................................................ 6

2. Curriculum .................................................................... 7

3. Syllabus ......................................................................... 9

4. Instructional Design ...................................................... 9

5. Material Development ................................................... 14

6. Cooperative Learning .................................................... 14


xii

7. Students’ Characteristics ............................................... 18

B. Theoretical Framework ....................................................... 18

CHAPTER III. RESEARCH METHODOLOGY ........................................... 21

A. Research Method ................................................................. 21

1. Research and Information Collecting ............................. 22

2. Planning .......................................................................... 23

3. Developing Preliminary Form of Product ...................... 23

4. Preliminary Field Testing ............................................... 23

5. Main Product Revision ................................................... 23

B. Research Settings ................................................................ 23

C. Research Participants .......................................................... 24

D. Research Instruments .......................................................... 24

E. Data Gathering Technique ................................................... 25

F. Analysis Technique.............................................................. 26

G. Research procedure ............................................................. 27

1. Observing the School ..................................................... 27

2. Asking Permission .......................................................... 28

3. Planning the Research .................................................... 28

4. Doing Learner Need Analysis ........................................ 28

5. Designing the Speaking Materials .................................. 28

6. Evaluating the Designed Materials ................................. 28

7. Revised the Designed Materials ..................................... 29

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ....................... 30

A. The Process of Designing the Speaking Materials .............. 30

1. Research and Information Collecting ............................ 30

2. Planning ......................................................................... 34

3. Developing Preliminary Form of Product ...................... 37

4. Preliminary Field Testing............................................... 39

5. Main Product Revision................................................... 40


xiii

B. The Description of the Speaking Materials Design............. 40

CHAPTER V. CONCLUSIONS AND RECOMMENDATION .................... 47

A. Conclusions ......................................................................... 47

B. Recommendation ................................................................. 48

1. For Teachers ................................................................... 48

2. For Other Researchers .................................................... 49

REFERENCES ................................................................................................. 50

APPENDICES ................................................................................................. 52


xiv

LIST OF TABLES

Table

4.1 The Student Interest on English Speaking Subject .................................... 32

4.2 Student Favorite Activities in the Class ..................................................... 33

4.3 The Most Interest and Needed Topics ....................................................... 34

4.4 The General Purposes of the Materials ...................................................... 35

4.5 The Learning Indicators of the Materials ................................................... 36

4.6 The Organization of the Designed Material ............................................... 37

4.7 The Description of Preliminary Field Testing Respondents ...................... 39


xv

LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model .......................................................... 13


xvi

LIST OF APPENDICES

Appendix

A. Surat Ijin Penelitian .................................................................................... 53

B. Observation Checklist and Results .............................................................. 59

C. Pre-Design Questionnaire............................................................................ 62

D. The Results of Pre-Design Questionnaire ................................................... 69

E. List of Questions for Pre-Design and Post-Design Interview ..................... 73

F. The Book...................................................................................................... 76

G. The Sample of Syllabus and Lesson Plan ................................................... 123


1

CHAPTER I

INTRODUCTION

This chapter presents general background of the issue exposed, the reason

why the researcher conducted research on the issue, the focus of the research, and

the objectives and benefits of doing the research.

A. Research Background

Nowadays, learning English has become a neccesity for Indonesian people

because of its importance as an international language. According to Brown

(2007), English is used as an international language for communication which

covers many fields all around the world. Having a good skill of English has

become a need for Indonesian people. Moreover, vocational school students need

this ability when they graduate from the school. According to the researcher’s past

experience who had studied in vocational high school and took engineering

department, when the vocational students graduate from the vocational high

schools, a lot of foreign companies need fresh graduates to work with them and

these foreign companies use English language to conduct an interview.

According to the researcher’s past experience, most vocational school students

tend to read a manual book in English rather than speaking English. However,

their speaking skill is necessary when they want to apply a job in foreign

companies in which they have to communicate using English. Moreover based

from the researcher’s past experience as a vocational school student, it is true that


2

vocational school students are so afraid to speak in foreign language (English),

and the material of study is not suitable for their need as a vocational school

student especially engineering study program. When the researcher did Program

Pengalaman Lapangan (PPL) in SMK N 2 Depok, Sleman, Yogyakarta, the

researcher felt that this school had a similar problem. Therefore, the students of

SMK N 2 Depok need a set of speaking materials to solve that problem. Moreover,

the students are very afraid of learning English, especially when they asked to

speak in front of the class individually.

After knowing the main problem in this research, the researcher thought

about the approach that used in this research. The approach that the writer used in

this design material is cooperative learning. It is because the problem that the

students face is fear to speak up in front of people. The researcher thinks that the

right approach is the Cooperative Learning because the Cooperative Learning

approach allows students to participate more actively and work together in-group

to achieve the learning goal that could not be reach if they learn by themselves.

Indeed, the government and the school already provides the English material.

However, the lack of material in this school is about relation between the

materials and the students’ concentration/department, so the learning material here

could not be functioned properly. For example, the students majoring in chemistry

and then they study or practice conversation about handling hotel visitors. It can

be seen that the material and the students’ concentration has no relation.

Therefore, the researcher designed a speaking material that is suitable for the

vocational school students and useful in the future.


3

B. Research Problems

Based on the background of the research, the researcher formulates the

following research questions:

1. How are the speaking materials using cooperative learning for the twelfth

grade students of SMK N 2 DEPOK designed?

2. What does English-speaking material using cooperative learning for the twelfth

grade students of SMK N 2 DEPOK look like?

C. Problem Limitation

The researcher focuses on the design of English speaking materials using

cooperative learning approach for twelfth grade students of SMK N 2 Depok,

Yogyakarta, Indonesia. The researcher assumes that the students did not want to

speak English because they were afraid if they made some mistakes. If the teacher

provides a material with the cooperative learning approach, the researcher hope

that, the student will be brave to speak English in front of people because in this

approach they will learn English in pair or group activity. The materials designed

based on Kurikulum Tingkat Satuan Pendidikan (KTSP) and it focuses on the

materials for twelfth grade students of vocational high school. The topics for the

materials chosen from students’ interest.

D. Research Objectives

After doing this research, the researcher assume that the materials which

the researcher designed will improve students English speaking skill of twelfth


4

grade vocational school students, especially this material will make them brave to

speak up in public to show their point of view. In addition, the vocational school

students get some materials, which related to their study program/department.

E. Research Benefits

This research intended to give benefits as follows.

1. For English Teachers

Teachers know about their student needs deeper. Therefore, the material

also helps of both students and teacher alike. In other words, teachers’ knowledge

will increase.

2. For Vocational High School Students

The students could implement the materials that already taught by the

teacher for real. For example when they are working in foreign industry, they will

always speak in English. Thus, the material taught in the school is very useful.

3. For Other Researcher

This research also provides some information, which helps them to do

further research, related to the study. In other words, the other researchers will be

able to design another speaking material using cooperative learning approach,

which is suitable for the learners’ level and need.

F. Definition of Terms

1. Speaking

In this study, speaking is an interactive process of constructing meaning


5

form and meaning are dependent on the context in which it occurs, including the

participants themselves, their collective experiences, the physical environment,

and the purposes for speaking. It is often spontaneous, open-ended, and evolving.

However, speech is not always unpredictable. Language functions (or patterns)

that tend to recur in certain discourse situations (e.g., declining an invitation or

requesting time off from work), could identified and charted (Burns &Joyce,

1997).

2. Cooperative Learning

In this study, cooperative learning is an approach to organize classroom

activities into academic and social learning experiences. According to Johnson,

Johnson and Holubc, (1994): "Cooperative learning is the instructional use of

small groups through which students work together to maximize their own and

each other’s learning. ". Cooperative Learning theory incorporates the idea that

the best learning occurs when students are actively engaged in the learning

process and working in collaboration with other students to accomplish a shared

goal. Cooperative Learning utilizes not only the student’s own experience to

solidify knowledge, but also uses the experiences of others. In cooperative

learning, the focus moves from teacher-centered to student-centered education. In

contrast to traditional teaching methods where students perceived to be empty

vessels awaiting the teachers’ knowledge, Cooperative Learning theory recognizes

the importance of the student’s existing knowledge and puts that knowledge to

work.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses theories that are relevant in

designing the English speaking materials using Cooperative learning approach for

the twelfth grade students of SMK N 2 Depok. This chapter divided into two

parts. In the first part, the researcher deals with the theoretical description while in

the second part deals with the theoretical framework.

A. Theoretical Description

The researcher elaborate 7 (seven) main point of the theories which are

used in this study.

1. Speaking

a. Problems of Speaking

Brown (1994) said there are some characteristics, which can make

students, feel that speaking is difficult. First is reduced forms, reduced vowels,

contraction, etc. second is clustering, which means fluent speech is phrasal, not

word-by-word. Redundancy, clearer meaning through redundancy of language.

Third is rate of delivery, it means an acceptable speed along with other attributed

of fluency. Fourth is performance variables, then number five is colloquial

language. Make sure the students well acquainted with the words. Idioms and

phrases of colloquial language and those they get practice in producing these

forms. Then the sixth are stress, rhythm, and intonation. The last is Interaction; it


7

means that the students learn to produce moves to interact to the audience.

2. Curriculum

As the researcher said before, the students may face several problems.

Those problems makes the students feel that speaking English is difficult. In this

part, the researcher will discussing about curriculum. The curriculum is a

guidance that contains the learning goals, learning materials, and learning

contents. Curriculum developed time by time by the government in order to

improve the quality of the education system itself. The explanation below is about

curriculum, which used nowadays in Indonesia.

a. Kurikulum Tingkat Satuan Pendidikan (KTSP) / School-Based Curriculum

This curriculum already used in Indonesia since 2006 as the improvement

of Competence Based Curriculum in 2004. According to the researcher, the

principles of teaching speaking in English Lesson according to School-Based

Curriculum is important because the researcher designs speaking materials for the

twelfth grade students of SMK N 2 Depok, Sleman, Yogyakarta which still used

this curriculum for its eleventh and twelfth grade. Moreover, the school-based

curriculum gives every school an authority to arrange their own curriculum, which

is suitable their learners need.

b. Curriculum 2013

In addition, SMK N 2 Depok also implement other curriculum, that is

Curriculum 2013. The curriculum was developed in 2013 with the refinement

thought pattern as follows :


8

1) Patterns of teacher-centered learning into the learner -centered learning.

Learners should have the choices of materials studied to have the same

competence.

2) Pattern of one -way learning (teacher - student interaction) into an interactive

learning (interactive teacher - learners - society - environment nature, source/other

media).

3) Isolated learning patterns into learning networks (learners can gain knowledge

from anyone and from anywhere that can be reached and obtained via Internet).

4) Pattern of passive learning into active learning - seeking (learning students

actively seeking further strengthened by learning models science approach).

5) Patterns of learning itself becomes a learning group (team-based).

6) Learning patterns based learning tools into a single multimedia tools.

7) Pattern of mass -based learning into the needs of customers (users) to promote

the development of specific potential of every learner.

8) Single science learning patterns ( monodiscipline ) into science teaching plural

(multidisciplines), and

9) Pattern of passive learning becomes critical learning.

The objective of this curriculum 2013 include: curriculum aims to prepare

the 2013 Indonesian people that have the ability to live as a private citizen and a

believer, productive, creative, innovative, and affective and able contribute in

society, nation , state , and world civilization .


9

3. Syllabus

Syllabus is a document which says what will be learned (Hutchinson and

Walters, 1987). Inside the syllabus, there are criteria for speaking materials

selection. It intended to lead the learners to such a goal of study. According to

Krahnke (1987), there are six types of syllabus. Those are:

1) Structural syllabus

2) Functional – national syllabus

3) Situational syllabus

4) Skill – based syllabus

5) Task – based syllabus

6) Content – based syllabus

4. Instructional Design

Instruction is a systematic process in which every component (i.e.

teachers, students, materials, and learning environment) is crucial to successful

learning (Dick & Carey, 1996). Instruction deals with teaching and learning

activities. These activities should assist students to learn knowledge and move this

knowledge from short-term memory to long-term memory. To do that, students

need to learn how to rehearse, encode, process and feedback new knowledge to be

able to remember when they need.

There are three well-known models of instructional design: the Dick and

Carey system approach; Marrisson, Ross and Kemp model (also known as the

Kemp’s model); and the three-Phase design (3PD) model. In this research, the


10

researcher prefers to use Kemp’s model because the researcher thought that

Kemp’s model is the appropriate one. Different from the other model, Kemp’s

model allows the researcher to choose the step by his own. According to Kemp,

there are 4 (four) fundamental components in this instructional design. Those are:

a. For whom is the program developed?

b. What do you want the learners or trainees to learn or demonstrate?

c. How is the subject content or skill best learned?

d. How do you determine the extent to which learning is achieved?

Kemp’s instructional design model also contains of nine steps.

a. Instructional Problems

This step involves defining the instructional problem. The designer

identifies the needs of the clients or the students. Needs assessment, goal analysis,

and performance assessment functioned as the tool to identify the needs or

problems.

b. Learner and Context

To make students learn effectively, the researcher needs to consider their

skills, abilities, and readiness. Information of the students’ characteristics can be

obtained by conducting observation, interviews, and questionnaires. Those steps

above such as conducting observation, interviews, and questionnaires can help the

designer to collect other information of students’ speaking skill, general

background knowledge, assumptions, and their experience.


11

c. Task Analysis

A topic or concept analysis is used "to define the facts, concepts, principles,

and rules that make up the final instruction" (Morrison, Ross & Kemp, 2004, p.

80). Such an analysis reveals:

1) The content for the instruction.

2) The structure of the content (facts, concepts, principles/rules, procedures,

interpersonal skills, attitudes).

d. Instructional Objectives

This stage is concerned with what learners must master. The designer

creates appropriate instruction. It related to the objective of the learning which is

covered the map in planning instruction. The objective has function as

development to solve the instructional problems.

e. Content Sequencing

In this phase, the researcher has to consider the nature of the content in

order to determine the order of instruction. Three different schemes for

sequencing the content are provided.

1) Learning-Related Sequencing

This method looks at what the learner needs to know, what they already

know, and what will benefit them in regards to comfort and motivation. For the

example is starting from the familiar word first.

2) World related sequencing


12

This method presents course content in categories found in the "real

world" and describes 3 ordering strategies. Spatial (e.g. left to right, top to

bottom), temporal (related to time, steps in a procedure, speed) and, physical

characteristics (shape, size, color).

3) Concept Related Sequencing

This method organizes content sequence based on concepts such as Class

relations - teach general concepts before component or complex parts.

f. Instructional Strategies

Instructional strategies define how the content is developed and taught so

that the objectives are met. Learning takes place when learners connect new

information with information that they already know. The designed materials

must be well organized in order to support the learning process. It starts from

determining the content and performance type of each objective. It separated into

six categories of content: facts, concepts, principles and rules, procedures,

interpersonal skills, and attitudes.

g. Designing the Message

In this step, the designer has to think about designing message to present

information. By using signal words, such as “Fill in the blanks....” and bold or

italic words or called as typographical, it can bridge communication between the

designer and the learners. It also can bring effects on the readability and the

students’ understanding of the instruction.


13

h. Development of the Instruction

This is the process of combining all parts together into a product of designed

materials. It can be a form of video recordings, web pages, and print out of the

materials or audiotapes.

i. Evaluation Instruments

This step is taken to evaluate the designed materials whether it can fulfill the

learners’ need or not. It also used to check how achievement of the learning goal

is. It should be assessed by giving them multiple-choice test item, true/false items,

matching items, short-answer items, essay questions, problem-solving questions,

etc.

Figure 1. Kemp’s Instructional Design Model


14

5. Material Development

Hutchinson and Waters (1987) state that there are three possible ways of

turning a course design into actual teaching materials. Those are:

1) Select from existing materials: materials evaluation

2) Write your own materials: materials development

3) Modify existing materials: material adaptation

According to Ellis (1990), ideally teaching materials should provide

opportunities for such interaction in a variety of discourse modes ranging from

planned to unplanned. The interaction itself can be reached or achieved through

the learning activity.

6. Cooperative Learning

The cooperative learning approach is an approach to organize classroom

activities into academic and social learning experiences. The approach is also used

to help students to improve their confidence when speaking in front of the class,

especially in front of people. Cooperative learning utilizes the basic elements of

positive interdependence, individual accountability, collaborative/social skills, and

group processing. The teacher's role in cooperative learning changes from being in

front of the learners doing most of the talking (and most of the work) to becoming

a facilitator who guides learner in learning both academic as well as the social

realm. Cooperative learning may best be defined as small heterogeneously mixed

working groups of learners learning collaborative/social skills while working

toward a common academic goal or task. According to Johnson, Johnson and


15

Holubec, (1994): "Cooperative learning is the instructional use of small groups

through which students work together to maximize their own and each other’s

learning." Cooperative Learning theory incorporates the idea that the best learning

occurs when students are actively engaged in the learning process and working in

collaboration with other students to accomplish a shared goal. Cooperative

Learning utilizes not only the student’s own experience to solidify knowledge, but

also uses the experiences of others. In cooperative learning, the focus moves from

teacher-centered to student-centered education. In contrast to traditional teaching

methods where the students are perceived to be empty vessels awaiting the

teachers’ knowledge, Cooperative Learning theory recognizes the importance of

the student’s existing knowledge and puts that knowledge to work. According to

the Johnson & Johnson model, cooperative learning is instruction that involves

students working in teams to accomplish a common goal, under conditions that

include the following five (5) elements:

a. Positive Interdependence

Team members are obliged to rely on one another to achieve the goal. If

any team members fail to do their part, everyone suffers consequences.

b. Individual Accountability

All students in a group are held accountable for doing their share of the

work and for mastery of all of the material to be learned.

c. Face-to-Face Interaction

Although some of the group work may be parceled out and done

individually, some must be done interactively, with group members providing one


16

another with feedback, challenging reasoning and conclusions, and perhaps most

importantly, teaching and encouraging one another.

d. Appropriate Use of Collaborative Skills

Students are encouraged and helped to develop and practice trust-building,

leadership, decision-making, communication, and conflict management skills.

e. Group Processing

Team members set group goals, periodically assess what they are doing

well as a team, and identify changes they will make to function more effectively

in the future.

1) Research Support for Cooperative Learning

Hundreds of researches studies of team-based learning in higher education

have been conducted several years ago, with most of them get positive results for

a variety of cognitive and affective outcomes. Analyses of the research support the

following conclusions:

a) Individual student performance was superior when cooperative methods were

used as compared with competitive or individualistic methods. The

performance outcomes measured include knowledge acquisition, retention,

accuracy, creativity in problem solving, and higher-level reasoning. Other

studies show that cooperative learning is superior for promoting metacognitive

thought, persistence in working toward a goal, transfer of learning from one

setting to another, time on task, and intrinsic motivation For example, students


17

who score in the 50th percentile when learning competitively would score in the

69th percentile when taught cooperatively.

b) Similar positive effects of group interactions have been found specifically for

chemistry courses. In a meta-analysis of research on cooperative learning in

high school and college chemistry courses, Bowen found that students in the

50th percentile with traditional instruction would be in the 64th percentile in a

cooperative learning environment.

c) Several studies of active/collaborative instruction report positive effects on a

variety of cognitive and affective outcomes. In a compilation of pre-posttest

gains in force concept inventory scores obtained by students in introductory

physics courses, the use of instruction involving “interactive engagement” led

to an average gain two standard deviations greater than was observed for

traditionally-taught courses. Students in engineering capstone design courses

taught with active and collaborative approaches outperformed traditionally-

taught students in acquisition of design skills, communication skills, and

teamwork skills. The use of collaborative methods had significant positive

effects on understanding science and technology, analytical skills, and

appreciation for diversity, among other outcomes.

d) Affective outcomes were also improved by the use of cooperative learning.

Relative to students involved in individual or competitive learning

environments, cooperatively taught students exhibited better social skills and

higher self-esteem, as well as more positive attitudes about their educational

experience, the subject area, and the college. Towns et al. used field notes and


18

survey data to analyze students’ attitudes toward group activities in a physical

chemistry class. The students viewed the group work as a positive force in their

learning, and they also valued the interactions for promoting a sense of

community in the classroom.

7. Students’ Characteristics

In this study, students’character include in thetheoretical description

because according to the researcher, researcher determines the character of the

students here are very suitable material to be conducted in this study. Students’

character that the researcher sees is as follows. Students were researcher handle

isvocational school students in which they are prepared to be ready to work when

they aregraduated. Of course the character of every student here is like slogan in

advertising “Talk less do more”. Therefore, of course the students are not

accustomed to express an opinion or at least talk about his opinions in front of the

audience. From these ideas, the researcher decided to make interactive speaking

material with an expectation that students in this school to be a little more daring

to speak their opinions mainly use English, later when they register a job and had

to face an interview with English language, they are not surprised and feel

confident that they are capable of to pass through.

B. Theoretical Framework

This research focuses on designing a set of speaking materials for twelfth

grade students of SMK N 2 Depok, Sleman, Yogyakarta. In order to design those


19

materials, the researcher applied a model from Marrisson, Ross and Kemp.

Kemp’s model is used because this model is flexible so the researcher enables to

design materials which are suit to their needs. In this research, the researcher only

use instructional design Kemp’s model with some modification. The steps of

developing materials are described as follow:

1. Instructional Problems

The first step to take is to identify the students’ problems. The researcher

enters the class when English lesson is taught. Guided by a list of observation

sheet, the researcher observes what happened in the class. Meanwhile, teacher’s

informal interview also conducted by the researcher.

2. Learner and Context

In this step, the researcher distributes the questionnaires to 32 students.

Interview with one of English teachers also conducted to gain specific

information about students’ characteristics, learning styles, materials and etc.

3. Task Analysis

Listed some topics based on the students’ needs as result of the questionnaire.

After that, the researcher makes a lesson plan for those units in the designed

materials.

4. Instructional Objectives

The goals of each topic in the designed materials are formulated in this step.

5. Content Sequencing

It used to decide the appropriate content and put the content in a good order so

that it will be easy to be learned by the students.


20

6. Instructional Strategies

The researcher chooses the interesting materials with an expectation that the

students will more enthusiasts and active during the lesson.

7. Designing the Message

The researcher involves some pictures in every unit. The appropriate colors

also included in the designed materials to make it more interesting.

8. Development of the Instruction

The designed materials each unit combined into one-designed materials. The

form of this material is printed materials or book.

9. Evaluation Instruments

Checking the result of the design whether the designed materials are

suitable or not for the students, the researcher distributed validation questionnaires

to one English teacher of SMK Negeri 2 Depok, Sleman, Yogyakarta and a lecturer

of the English Language Education Study Program Sanata Dharma University to

get comments and suggestions to improve the designed materials.

10. Revising the Designed Materials

The researcher got comments, opinions, and feedback from the experts by

doing post-design interview. Those things as references for the researcher to

evaluated and revised the designed materials to make an improvement of the

materials.


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CHAPTER III

METHODOLOGY

This chapter clarifies the methodology of the research. It discusses

research method, research setting, research participants, research instrument, data

gathering technique, data analysis technique, and research procedure.

A. Research Method

In this research, the researcher applied Research and Development in order

to design English on speaking material using cooperative learning for vocational

high school students. Borg and Gall’s (1983) stated that research and development

method consists of ten steps. Those steps are research and information collecting,

planning, developing preliminary form of product, preliminary field-testing, main

product revision, main field-testing, operational product revision, operational

field-testing, final product revision, and dissemination and implementation. In this

research, the researcher does not use all of them. The researcher only did several

steps, those are research and information collecting, planning, developing

preliminary form of product, preliminary field testing and main product revision.

The researcher decided to stop in the steps number five (5) because it is

impossible to do all the steps until the implementation step because SMK N 2

Depok, Yogyakarta is a state vocational high school, which uses curriculum,

syllabus, and materials from the government. So the researcher cannot implement


22

the design, but at least the researcher wants to try to design speaking materials

which are appropriate to be implemented in that school. The steps that the

researcher use are described as follow:

1. Research and Information Collecting

The researcher decided to do this step in two ways. First, the researcher

obtained some references like a handbook and information about the school

background as the basis of the research. Second, the researcher did the needs

analysis, which is students’ need. The researcher distributed a questionnaire to the

twelfth grade students of SMK N 2 Depok, Sleman, Yogyakarta in the academic

year 2013/2014. The questionnaires were distributed in the second week of

February 2014, because the researcher could not distributed the questionnaire in

December or January because the researcher needed to finish Kuliah Kerja Nyata

(KKN) first. From the questionnaires, the researcher gathered the data about

students’ difficulties, students’ opinion about speaking class activity, students’

opinion about speaking materials given in school and students’ opinion about the

materials and topics that they needed or liked. In order to know the teachers’

needs, the researcher did an interview with one of the teachers of SMK N 2 Depok,

Sleman, Yogyakarta who was teaching the twelfth grades. From the interview, the

researcher gathered the data about teachers’ opinions and views about students’

characteristics, students’ problem in English learning, English speaking materials

used in school, and the teachers’ expectation related to the design of speaking

materials.


23

2. Planning

In this step, the researcher planned the aim and the goal of the research.

The researcher designed the materials related to the needs analysis. Thus, the

designed material would be useful for the vocational school students and having

correlation between the students major and the materials given.

3. Developing Preliminary Form of Product

The researcher designed the speaking materials and learning activities

based on the data gathered in the research and information collecting. The

researcher gathered the speaking materials from many sources.

4. Preliminary Field Testing

In this step, the researcher asked the feedback from the experts related to

the materials designed. The experts were the English teacher of SMK N 2 Depok,

Sleman, Yogyakarta and lecturer from English Language Education Study

Program of Sanata Dharma University.

5. Main Product Revision

After gathering the data through the field-testing step, the researcher

revised the materials based on evaluation and feedback results from the experts.

The revision was applied in order to produce a good design.

B. Research Setting

The research was conducted in SMK N 2 Depok, Sleman,Yogyakarta in the

academic year 2013/2014. It was started in the PPL period (July-October), the

researcher doing a research and information collecting. This research and


24

information collecting was implemented through interviewing English teacher of

SMK N 2 Depok Sleman Yogyakarta and distributing a questionnaire to 68

students of SMK N 2 Depok Sleman Yogyakarta. The students were chemical

analyst and engineering students. The interview was conducted in the staff room

meanwhile the questionnaire was distributed in the end of the English class. Then,

the researcher planned and developed the design materials from March to May

2014. After finishing the design, the researcher asked some language experts to

evaluate the design.

C. Research Participant

In this part, there were two groups that will play a role as a participant.

First is the students of twelfth grade of SMK N 2 Depok, Sleman, Yogyakarta and

the second is English teachers of SMK N 2 Depok, Sleman, Yogyakarta.

D. Research Instrument

The instruments used to gather the data in this research were observation

checklist, a list of pre interview questions, questionnaire and a list of post

interview questions.

1. Observation Checklist

The checklist contained several things to be observed. From this checklist,

information about school facilities and equipment will be gained.

2. A List of Pre-Interview Questions

The data gathered through the answer from the questions that are given


25

during the interview. The researcher interviewed one of English teacher in SMK N

2 Depok, Sleman, Yogyakarta with open question type. In this interview, the

researcher gained the data about his/her opinion on students’ characteristics,

students’ problem and English material that used in school.

3. Questionnaire

In this research, the researcher used a mixed questionnaire distributed to

the students of chemical analyst and engineering in SMK N 2 Depok, Sleman,

Yogyakarta. The mixed questionnaire here means that the questions in one

questionnaire consist of open and close type.

4. A List of Post-Interview Questions

The data gathered through the answer from the questions that are given

during the interview. The researcher interviewed one of English teacher in SMK N

2 Depok, Sleman, Yogyakarta and one of the lecturer from Sanata Dharma

University with open question type. In this interview, the researcher gained the

data about the experts’ feedback on the draft of the designed materials.

E. Data Gathering Technique

In this research, the data were gathered through three sources. Those were

school facility checklist and pre-interview, student’s need analysis questionnaire

and post-interview. First, the researcher conducted an informal interview to one of

the English teachers. The interview was conducted in teacher’s room while the

researcher did PPL in SMK N 2 Depok. The researcher only ask four (4) questions

to the English teacher. The list of the questions can be seen in appendix E page


26

69. The school facility checklist helps the researcher to identify the school

facilities which are support teaching learning activity. Second, the researcher also

used the questionnaires to identify students’ need. The questionnaires distributed

to the two classes (chemical analyst and chemical engineering) of twelfth grade of

SMK N 2 Depok, Sleman, Yogyakarta in the end of the teaching and learning

activity. The last, the researcher conducted post interview with the experts to

evaluate the book or the designed materials. The post interview and experts

feedback was conducted at two (2) places. First, the post interview was conducted

at school (teacher’s office) and the second at campus (ELESP common room).

The researcher also ask for written feedback from the experts. In this phase, the

researcher gave the draft to the experts and the experts give comments or marks to

the draft.

F. Analysis Technique

The aim of data analysis technique is help out the researcher to understand

the finding of the research. The data gathered through interview required

qualitative data analysis so the researcher concluded the main information from

the interview. Then next data is about data from the questionnaire. The researcher

analyzed the result of the questionnaire through descriptive data analysis. The

questionnaire result was calculated to see the percentage to be described. Then the

data was calculated with the formula below.


27

Notes:

n : the number of student who chose certain topic

∑n : the total number of the students

The percentage of the result of the data helped the researcher to describe and read

the data to be analyzed. The researcher described the data and summed up the

information gathered from the students in order to design new product.

The post-design interview data gathering by doing post interview with

experts and feedback. The researcher did not make any modification to the data of

the interview. The researcher just took the idea and summed up the feedback or

the information gathered from the experts. In this phase, the raw data from post

interview and the feedback was being redacted and concluded. Data reduction is

defined as the process of selecting, focusing on simplification, and raw data

transformation that emerged from the notes which is written on the field. The

result of the reduction and conclusion will be used as the final data in chapter 4.

G. Research Procedure

In conducting this research, the researcher did the steps below.

1. Observing the School

The researcher did the research by coming to the school to see the situation

and condition of the school. Actually, the researcher did the observation during

the time of PPL, so the data was gathered during the PPL.


28

2. Asking Permission

After knowing the problem, the researcher decided to conduct the research

in SMK N 2 Depok, Sleman, Yogyakarta. The researcher asked permission to the

school. Not only asking permission to the school but also asking permission to the

government and it took a long time. In the government, the researcher had to bring

the requirement that needed.

3. Planning the Research

The researcher determined the goals, wrote the topic, stated the general

purpose of the topic, and stated the learning objectives.

4. Doing Learner’s Need Analysis

The researcher did the research by distributing the questionnaires to the

students of SMK N 2 Depok, Sleman, Yogyakarta as the participants. The

questionnaires distributed to the twelfth grade students and only for chemical

engineering and chemical analysis class.

5. Designing the Speaking Materials

After analyzing students’ needs through the questionnaire, the researcher

started to design a set of English speaking material for the vocational school

students. The design consist of four (4) units which help the student to improve

their speaking skills.

6. Evaluating the Designed Materials

The design was evaluated by the experts before it was applied or

implemented in school. Actually, the researcher will not implement the design


29

because of situation that school does not allow the researcher to implement the

material and also they already have a fix material from the government.

7. Revising the Designed Materials

At last, the researcher revised the product based on the feedback given by

respondents and some experts. The researcher revised the product in order to

make the final product.


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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

To answer the research questions, “How are the speaking material using

cooperative learning for the twelfth grade students of SMK N 2 DEPOK

designed?” and “What do English-speaking material using cooperative learning

for the twelfth grade students of SMK N 2 DEPOK look like?” the stages of

presenting the design are elaborated in this chapter. There are five stages: 1.

Research and information collecting, 2. planning, 3. developing preliminary form

of product, 4. Preliminary field-testing, and 5. main product revision.

A. The Process of Designing the Speaking Materials

This parts deal with the process and the step of designing the speaking

materials.

1. Research and Information Collecting

There are two ways of data collecting that the researcher did. First, the

researcher obtained some references like a handbook and information about

school background as the basis of the research. Second, the researcher did the

needs analysis, namely students’ needs. The researcher distributed a questionnaire

to the twelfth grade students of SMK N 2 Depok, Sleman, Yogyakarta in the

academic year 2013/2014. The questionnaire was distributed in the second week

of February 2014, because the researcher could not distribute it on December or

January because the researcher needed to finish Kuliah Kerja


31

Nyata (KKN) first. From the questionnaire, the researcher gathered the data about

students’ difficulties, students’ opinion on speaking class activity, speaking

materials given in school and also students’ opinion on the materials and topics

that they needed or liked. In order to know the teachers’ needs, the researcher did

the interview with one of teachers of SMK N 2 Depok, Sleman, Yogyakarta who is

handling the twelfth grades.

From the interview, the researcher gathered the data on teachers’ opinions

and views about students’ characteristics, students’ problems in English learning,

English speaking materials used in school, and the teachers’ expectation related to

the design of speaking materials. The teacher also explained that there are 11

(eleven) study programs in SMK N 2 Depok, Sleman, Yogyakarta such as: teknik

gambar bangunan, teknik audio video, teknik computer dan jaringan teknik

otomasi industry, teknik pemesinan, teknik perbaikan bodi otomotif, teknik

kendaraan ringan, kimia industry, kimia analisis, geologi pertambangan, and

teknik pengolahan migas dan petrokimia. Each study program has different

number of class, it could be 1 (one) class in a 1 (one) study program or 2 (two)

classes in a 1 (one) study program. Each class consisted of 32 (thirty-two)

students. The class was wide enough and equipped with a whiteboard/blackboard,

LCD projector, and Wi-Fi internet access. Besides, the school also had a

multimedia room, a language laboratory, library, and workshop. Talking about

time to learn English, all of them had equal time to learn English in school

although their skill and competency might be different each class and study

program, beside that the teacher sees’ the smartest student were in Chemical


32

Engineering study program. Moreover, the curriculum emphasized on the

language performance, that is good for vocational students because the students

needed real language performance rather than just theory.

The teacher explained that the students felt afraid to be active in the class.

Actually, the students were enthusiastic in English class but they always feel

afraid when speaking English. The students were afraid of making mistakes,

because of that the researcher designed a speaking material that helped them to

encourage themselves to learn speaking English. In designing English-speaking

material, the researcher needed to know the learners’ characteristics. The data of

learners’ characteristics were collected by analyzing the questionnaire distributed

to 53 students in twelfth grade. The students were chemical engineering class who

came to the class when the questionnaire was distributed.

The results of the questionnaire indicate that students’ motivation in

learning English was high.

Table 4.1: The Student Interest on English Speaking Subject

No Questions/Statements Percentage

1. Apakah kamu menyukai pelajaran Bahasa Inggris?

a. Ya 93%

b. Tidak 7%

As we can see from table 4.1, the data showed that 49 out of 53 (93%)

respondents stated students loved to learn English in SMK N 2 Depok, Sleman,

Yogyakarta. Mostly, they have the motivation to learn English because they

realized that they would need English for their future such as requirement to find a

job or college. While the others loved to learn English because it was fun.


33

The results of the questionnaire indicated that the students were motivated

to learn English. They said that they liked to learn English because it is

international language which will help them in the future even though most

students (38 out of 53 respondents) stated that they do not like to speak English,

because they felt nervous, afraid of making mistakes, and lack of vocabulary.

Because of those reasons, cooperative learning activities are needed to help the

student to learn English better, such as role play (19 out of 53), group discussion

(26 out of 53), group presentation (25 out of 53), giving speech (20 out of 5),

games (51 out of 53).

Table 4.2: Student Favorite Activities in the Class

No Questions/Statements Number of

students

10. Aktifitas apa yang paling favorit ketika pelajaran Bahasa Inggris di kelas?

a. Role play 19

b. Peer feedback 15

c. Group discussion 26

d. Group presentation 25

e. Giving speech 20

f. Games 51

g. Kegiatan lain 7

The questionnaire showed that speaking topics also influenced the

students’ motivation in learning English. The researcher provided a list of topics.

The students chose the topics that the students like most. The top five topics were

technology (19 out of 53 respondent), communication (18 out of 53 respondent),

music (26 out of 53 respondent), lifestyle (22 out of 53 respondent) and, education

(22 out of 53 respondent).


34

Table 4.3: The Most Interest and Needed Topics


students

11. Topic yang paling menarik dan paling dibutuhkan

a. Technology 19

b. Communication 18

c. Sports 14

d. Music 2

e. Lifestyle 6

f. Education 22

g. Economy 22

h. Mass media 5

i. Topic lain 3

However, not all of the topics will be used in this designed material. The

most important thing in the result of the questionnaire, a student wrote, “Menurut

saya, topic yang telah saya dapatkan cukup menarik akan tetapi ada materi yang

kurang sesuai dengan jurusan teknik. Contohnya saja dialog reservation itu lebih

menjurus untuk SMEA.” Briefly, he said that the materials was interesting but

there were some materials which were inappropriate for SMK teknik. It proves that

there are still inappropriate topics/themes in the school English materials.

2. Planning

After collecting the data which was needed, the researcher developed the

framework of the materials to be designed. The framework consisted of the basic

competences and competency standard or learning goals, the learning topics, the

learning indicators, and the organization of subject content.


35

a. Competency Standard, Basic Competences, and Topics

KTSP or School-Based Curriculum has been applied to every school in

Indonesia since 2007, but now 2014 some schools apply new curriculum which

called curriculum 2013. Since curriculum 2013 is still new in Indonesia, every

school which is using curriculum 2013 only apply the curriculum to the first grade

students. KTSP or School-Based Curriculum had some goals and purposes. The

general purposes of the designed materials were adopted from school curriculum.

The result will be presented below in the table 4.4.

Table 4.4: The General Purposes of the Materials

Competency Standards Basic Competences

Speaking

Communicating in English equals to an

Intermediate level

3.1 Understanding limited monologues with

native speakers in a specific working setting.

3.3 understanding conversation/monolog in

certain work environments

Speaking

Communicating in English equals to an

Intermediate level

3.1 Understanding limited monologues

with native speakers in a specific working

setting.

3.8 understanding manuals or how to use

instrument

b. Learning Indicators

Learning indicators were used to measure whether the students had

mastered the materials or not. If they succeed to achieve the learning indicator,

automatically they mastered the learning materials. The learning indicators for

English Speaking competence were presented below in table 4.5.


36

Table 4.5: The Learning Indicators of the Materials

Basic Competences Learning Indicators



setting.

3.3 Understanding conversation/monolog in

certain work environments

3.1.1 Explain some processes of making

something

3.3.1 Accepting and refusing requests

formal-informal



setting.

3.8 Understanding manuals or how to use

instrument

3.1.2 Expressing likes and dislikes,

agreement-disagreement

3.8.1 Talking about learning methods

c. Listing Subject Content

In this designed materials, the researcher only focused on the speaking

comprehension. In fact, the researcher only designed 4 (four) units of speaking

materials which consisted of 4 (four) topics. Meanwhile, the topics were chosen

based on the students’ need analysis result. The arrangement of the units could be

seen in table 4.3. However, because of the time limitation in doing this research,

this designed material could not be implemented. Table 4.6 showed about the

organization of the designed material.


37

Table 4.6: The Organization of the Designed Material

No Unit Name Topic/Theme

1 We are surrounded by it Technology/Chemical

industry

2 It’s not the Technology, it’s how we use it Lifestyle-modern

technology/social media

3 I am the Boss Education/entrepreneurship

4 Learn through Music Music/learning methods

3. Developing Preliminary Form of Product

The researcher designed and developed the speaking materials and

learning activities based on the data gathered in the research and information

collection, the principles of material developments, the theory of speaking, and

the cooperative learning approach. Teaching learning resources and tasks for each

topic were chosen based on competency standard, basic competences, and

learning indicators.

There are three phases teaching steps that the researcher used. They were

(A) Pre activity, which consist of (1) Get the idea, (B) Main activity, which

consist of (1) Speak up, (2) Find and share, (3) Memorize and pronounce it, (4)

Guess it, (5) Quiz, (6) Let’s Play, (7) Present it, (8) Let’s do it, (9) Sing a long

song, and (C) Post activity, which consist of (1) Review and Reflection.

The purpose of the pre-activity is to activate or to brainstorm the students

before the lesson starts. There were some activities in this phase such as watching

videos or analyzing the pictures. Then move to main activity, these phases are

aimed to improve students’ skill in speaking English. There were some activities


38

such as Speak up, Find and share, Memorize and pronounce it, Guess it, Quiz,

Let’s play, Present it, Let’s do it, and Sing a long song. Here, each activity has

several purposes. The activities designed to accommodate the students in

improving their speaking skill and also achieving learning indicators. The focus of

the main activity was improving the students’ understanding about the lesson,

improving vocabulary, improving the students’ fluency, improving the students’

word pronunciation, and building their teamwork.

The form of the activities was also designed based on the elements of

cooperative learning approach according to Johnson (1994), those were positive

interdependence, individual accountability, face-to-face interaction, appropriate

use of collaborative skills, and group processing. From the elements above the

activity is a kind of group or pair activity which each student must support each

other in order to achieve their goals. For example in the activity called “let’s

play”, the student must create a short role-play performance and then they have to

perform it. Therefore, if the students want to get a good mark, they have to work

together. Each student have to work as hard as they can to lift their group mark.

This activity contains some of the elements of cooperative leaning such as group

processing, individual accountability and face to face interaction. Then the post

activity is to review the lesson and reflection session about the lesson that the

students already learned. The teaching learning sources of the designed materials

were taken from teaching reference books, web articles, YouTube, and English

textbooks.


39

4. Preliminary Field Testing

In this step, the researcher asked the feedback from the experts related to

the materials designed. The experts were the English teacher of SMK N 2 Depok,

Sleman, Yogyakarta and lecturer from English Language Education Study

Program of Sanata Dharma University. The preliminary field-testing was

conducted by analyzing the preliminary form or the draft of the book results

which are distributed to the experts in order to detect the weaknesses in the

designed materials. The researcher also conducted a post-interview with both

experts to make the feedback clearer. Table 4.7 showed the background of the

respondents.

Table 4.7: The Description of Preliminary Field Testing Respondents

Group of

Respondents

Educational Background Teaching experience Sex

D3 S1 S2 S3 <1 1-5 5-10 10> M F

Teacher - - 1 - - - - 1 1 -

Lecturer - - 1 - - - 1 - - 1

The result of the interview was quite good. They said that the design was

good, but it still needed a lot of improvements. The teacher said “It is ok if you

make a lot of mistakes because you are still beginner in this field.” Then both of

them criticize the same point. They said that they felt difficult to find correlation

between the designed materials and the syllabus, so they wished that the

researcher paid attention to it. The sample of the questions can be seen on

appendix E (page 68). In addition, the researchers also obtained the data in a form


40

of written feedback on each page design. Those feedbacks was very useful to

improve the final design of the English speaking materials.

5. Main Product Revision

After gathering the data through the field-testing step, the researcher

revised the designed materials based on the evaluation and feedback results from

the experts. The revision was applied in order to produce a good design.

B. The Description of the Speaking Materials Design

This parts deal with the description of the designed materials. Because of

the limit of time, the designed material only consist of 4 units and could not be

implemented.

Unit 1: We are surrounded by it

Unit 2: It’s not the technology, it’s how we use it

Unit 3: I am the Boss

Unit 4: Learn through Music

The book titled, “ENGLISH FOR BRIGHTER FUTURE” designed as English

learning materials for SMK N 2 Depok, Sleman, Yogyakarta grade XII. The level

of the difficulty that the researcher used is intermediate level.

Unit 1 (We are surrounded by it) was made because the researcher want to

introduce their working place in the future. The word “it” in the subtitle “We are

surrounded by it” refers to industries. Unit 2 (It’s not the technology, it’s how we

use it) was made because the researcher want to persuade the students to use the


41

social media properly. The researcher point a view, so many teenager now a day

whom very addict to the program called social media. Therefore, the researcher

want to persuade the students or the teenager now a day to utilize their addiction

of gadget and social media into something useful.

Unit 3 (I am the Boss) was made because the researcher want to invite the

students to become a Boss for themselves. The researcher hopes that one day if

the students graduate from vocational high school, they will not feel afraid

because of did not get a job. In this unit, the student will open their mind that the

best way of living is not applying a job but creating jobs. The last unit was unit 4

(Learn through Music), this unit has no relation about the students department or

their future jobs. The last unit here was made to make the students enjoying the

class. As far as the researcher analyze, it was very difficult to teach English to the

vocational high school students. Therefore, the researcher made those units.

Every unit consist of three main phase. They are pre-activity, main-

activity, and post-activity. Each phase contains several activities to achieve the

learning indicators. The activities are designed based on the students’ need from

the result of need analysis, curriculum, and the elements of cooperative learning

approach. To make it clearer, here the explanations about the part of the designed

materials.

First, unit 1 titled, “We are surrounded by it” has ten pages (1-10) and

consist of three main phases which are pre-activity, main-activity, and post-

activity. Here are the explanation:


42

1) Pre-Activity

a. Get the Idea – the students need find the idea about what they are going to

learn. In this part, there are three pictures as a hint and the students have to pay

attention to the short movies which are provided by the teacher.

b. Let’s do it – here the students answer the questions according to the pictures

and the short movies.

2) Main-Activity

a. Speak UP!! – help the students to develop their courage in speaking English,

especially in front of people. In this part, the students try to perform or read an

example of daily conversation with their partner.

b. Find and share – ask the students to find any difficult words and then they will

share each other difficulties with their friends in a group.

c. Memorize and pronounce it!! – help the students to add some new vocabularies

and help them pronounce those words correctly.

d. Guess it!! – challenge the students to guess a word/job/thing/etc by listen to

their friend saying the description or the hint.

e. QUIZ – to take the students individual score.

f. Let’s play – to take the students group score by doing a role play. This activity

also help the students to improve their teamwork as a group.

3) Post-Activity

Reflection – help the students to think about the benefits of studying this

material related to their future.


43

Unit 2 titled, “We are surrounded by it” has ten pages (11-21) and consist

of three main phases which are pre-activity, main-activity, and post-activity. Here

are the explanation:

1) Pre-Activity

a. Let’s see – help the students to think fast and critically by using a picture or a

video as a media.

b. Get the Idea – the students need find the idea about what they are going to

learn. In this part, there is one picture as a hint and the students have to pay

attention to the short movie which is provided by the teacher.

2) Main-Activity

a. Find and share – ask the students to find any difficult words and then they will


b. Memorize and pronounce it!! – help the students to add some new vocabularies


c. Speak UP!! – help the students to develop their courage in speaking English,


example of daily conversation with their partner about social media and the

benefits of using technology.

d. QUIZ – to take the students individual score.

e. Guess it!! – challenge the students to guess a word/job/thing/etc by listen to


f. Present it!! – the students practice doing a presentation in a form of group.


44

3) Post-Activity



Unit 3 titled, “I am the Boss” has ten pages (12-31) and consist of three

main phases which are pre-activity, main-activity, and post-activity. Here are the

explanation:

1) Pre-Activity

a. Get the Idea – the students need find the idea about what they are going to



b. Let’s do it – here the students answer the questions according to the pictures


2) Main-Activity



example of daily conversation with their partner about dreams and future

plans.







45

e. Let’s play – to take the students group score by doing a role play

3) Post-Activity



The last is unit 4 titled, “Learn through Music” has eleven pages (32-42)

and consist of three main phases which are pre-activity, main-activity, and post-

activity. Here are the explanation:

1) Pre-Activity

a. Let’s see – help the students to think fast and critically by using a picture or a

video as a media.

b. Get the Idea – the students need find the idea about what they are going to



c. Let’s do it – here the students answer the questions according to the pictures


2) Main-Activity



example of daily conversation with their partner about their interest and

hobby.




46




e. Guess it!! – challenge the students to guess a word/job/thing/etc by listen to


f. Relaxation – ice breaking for the students

g. Sing a long song – the students practice pronunciation and speaking English by

singing

3) Post-Activity



The description above only gives a little idea about the design of the book. For

further details can be seen directly on the appendix F (page 76).


47

CHAPTER V

CONCLUSIONS AND RECOMENDATIONS

This chapter explains the conclusions and recommendations. The

researcher concludes the summary of the research in the first part of this chapter.

The second part elaborates the recommendations to follow up this research for the

teachers and other researchers.

A. Conclusions

This research was conducted in order to answer the two research

questions. First, how are the speaking materials using cooperative learning for the

twelfth grade students of SMK N 2 DEPOK designed? Second, what do English-

speaking materials using cooperative learning for the twelfth grade students of

SMK N 2 DEPOK look like?

In order to answer the first question, the researcher applied Research and

Development as the research method. In the research method, the researcher

implemented five of Borg and Gall’s Research and Development stages. Then,

those stages were combined with Kemp’s Instructional Design Theory to develop

and design the speaking materials.

In answering the second question, the researcher presented the final form

or final version of the designed materials. This was the result of the research and

could be seen in appendix D (page 69). There were four units in the designed


48

materials. Each unit focused on one topic. The arrangement of the materials could

be seen in table 4.6 (Page 44).

The researcher divided each unit into three phases of teaching steps. They

were pre-activity, main-activity, and post-activity. In the pre activity, there were

Get the idea and Let’s see. It stimulates the students to become more active in the

class and to brainstorm them. In the main activity, there were Speak up, Find and

share, Memorize and pronounce it, Guess it, Quiz, Let’s Play, Present it, Let’s do

it, and Sing a long song. This phase contains a lot of speaking comprehension that

can help the students to improve their speaking skill beside that, the main activity

designed based on the elements of cooperative learning approach. Post activity

consists of Review and Reflection. In these phases, the students reflect on what

they have learned and what the benefits are for their future.

B. Recommendations

In this part, the researcher would like to give the teachers and future

researchers some recommendations related to the research in this field.

1. For Teachers

a. The lesson plan which is provided just a sample. The teacher can modify the

lesson plan according on their teaching style and the needs.

b. It is not teacher centered, the teachers must give a guidance to the students and

also encourage them to create their zone which is comfortable to learn in the

class. Then they will not feel afraid again to learn and to speak English. The


49

media in the materials (videos or pictures) could be modified as long as it is

related to the topic and support the materials.

2. For Other Researchers

The researcher recommended to other researchers who conducted the same

research and development to be careful in selecting the materials because there

was a lot of English materials but there is a limit material that was appropriate for

the student according to their needs.


50

REFERENCES

Borg, W.R. & Gall, M.D. (1983). Educational research: An introduction. New

York: Longman Inc.

Brown, H. D. (1994). Teaching by principles: An interactive approach to

language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.

Bowen, C. W. (2000). A quantitative literature review of cooperative learning

effects on high school and college chemistry achievement. Journal Chemical

Education. 77, 116–119.

Cabrera, A. F.; Crissman, J. L.; Bernal, E. M.; Nora, A.; Terenzini, P. T.;

Pascarella, E. T. (2002). Collaborative learning: Its impact on college

students’ development and diversity. J. Coll. Stud.Development, 43 (1), 20–

34.

Ellis, R. (1990). Instructed second language acquisition. Oxford: Basil Blackwell.

Hutchinson T, & Waters, A. (1987). English for specific purposes: A learning

centered approach. New York: Cambridge University Press.

Hake, R. R. (1998). Interactive-engagement vs. traditional methods: A six-

thousand-student survey of mechanics test data for introductory physics

courses. Am. J. Phys. 66, 64–74.13

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The nuts and bolts of

cooperative learning. Edina, MN: Interaction Book Company.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning:

Cooperation in the college classroom, (2nd ed.). Edina, MN: Interaction

Book

: Johnson, D. W., Johnson, R. T., & Stanne, M. E. (2000). A meta-analysis.

Retrieved November 25th, 2013, from http://www.cooperation.org/pages/cl-

methods.html

Krahnke, K. (1987). Approaches to syllabus design for foreign language teaching.

Eaglewood Cliffs, N.J.: Prentice Hall.

Kemp, J., Morrison, G., Ross, S., & Kalman, H. (2011). Designing effective

instruction. (6th ed.). Hoboken, N.J.: John Wiley and Sons.


51

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective

instruction. (4th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Springer, L., Stanne, M. E., & Donovan, S. (1997). Effects of small-group

learning on undergraduates inscience, mathematics, engineering, and

technology: A meta-analysis. Retrieved November 26th, 2013, from

http://www.wcer.wisc.edu/nise/CL1/CL/resource/R2.html

Towns, M. H., Kreke, K., & Fields, A. (2000). An action research project: Student

perspectives on small-group learning in chemistry. J. Chem. Ed. 77, 111–11.

Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Parente, J. M., & Bjorklund, S. A.

(2001). Collaborative learning vs. lecture/discussion: Students' reported

learning gains. J. Engr. Education, 90, 123-130.


52

APPENDICES


53

APPENDIX A

Surat Ijin Penelitian


54


55


56


57


58


59

APPENDIX B

Observation checklist and Result


60

Appendix B: Observation Checklist

OBSERVATION CHECKLIST

No Observed Points v/x Info

1 Whiteboard v There is whiteboard in every class

2 Blackboard v There is blackboard in every class

3 Board marker x Teachers bring board marker by themselves

4 Eraser x Teachers bring eraser by themselves

5 Microphones x There is no microphone in the class

6 OHP x There is no OHP in the class / school

7 LCD Viewer v There is LCD viewer but not in every class

8 Tape recorder v There is tape recorder but not in every class

9 PC for class x There is no PC in the class

10 Speaker x There is no speaker in the class, teachers

should bring it by themselves

11 TV x There is no TV in the class

12 Video player x There is no video player in the class

13 English books/Magazines v Every student have the handbook

14 Dictionary x

School Facilities

16 Wi-Fi v There are two network here, school network

itself and wifi id or speedy instant.

17 Language Laboratory v


61

18 Library v

19 Multimedia room v

20 Workshop (for other study)

program)

v

21 Chemical Laboratory v

Teachers, Time and Schedule

22 Number of English Class in

a week

v 2 classes per week

23 Number of English Teachers V 8 teachers

24 Average number of students

in each class

V 32 students

25 Time allocation for English

class

V 2 x 45 minutes


62

APPENDIX C

Pre-Design Questionnaire


63

Appendix C: Pre-Design Questionaire

Kuisioner

Nama :

Sekolah :

Latar belakang pendidikan :

Jawablah pertanyaan dibawah ini dengan tepat!

1. Apakah kamu menyukai pelajaran bahasa Inggris?

a. Ya, karena ______________________________________

b. No, karena _______________________________________

2. Apakah kamu suka berbicara dengan menggunakan bahasa Inggris?

a. Ya

b. Tidak

3. Jika jawabannya tidak, apa alasan yang mendukung? (diijinkan untuk lebih

dari 1 alasan)

a. Aktifitasnya monoton

b. Keterbatasan kosa kata

c. Aktifitasnya tidak menarik

d. Membosankan

e. Grogi

f. Takut salah

g. Alasan lainnya: ____________________________________________

4. Apabila jawabanmu iya, berikan alasanmu? (diijinkan untuk lebih dari 1

alasan)

a. Berbicara menggunakan bahasa inggris itu menyenangkan

b. Aktifitasnya menarik

c. Hobi berbicara dideapan public/umum

d. Alasan lainnya:

______________________________________________

5. Apakah guru kelasmu mengajar dengan cara yang menarik?

a. Ya

b. Tidak

6. Apakah kegiatan “speaking” di kelas menyenangkan?

a. Ya, karena ___________________________________________

b. Tidak, karena _________________________________________

7. Apakah tugas – tugas yang diberikan cukup variatif?

a. Ya

b. Tidak


64

8. Apakah kamu menemui hambatan ketika kamu mengikuti kelas

“speaking”?

a. Ya

b. Tidak

9. Jika jawabanmu iya, berikan alasanmu?

a. Topiknya membosankan

b. Struktur kata/grammarnya susah dimengerti

c. Selalu merasa grogi

d. Takut membuat kesalahan

e. Penjelasan kurang jelas

f. Alasan yang lain:

_______________________________________________

10. Aktifitas apa yang paling favorit ketika pelajaran bahasa Inggris di kelas?

(Diurutkandari yang paling menarik)

a. Role play

b. Peer feedback

c. Group discussion

d. Group presentation

e. Giving speech

f. Games

g. Kegiatan lain:

_________________________________________________

11. Pilihlah topic yang menurutmu paling menarik dan paling kamu butuhkan.

a. Technology

b. Communication

c. Sport

d. Music

e. Lifestyle

f. Education

g. Economy

h. Mass Media

i. Topik lain: __________________________________________


65

Jawablah pertanyaan dibawah ini secara detail!

1. Apakah guru selalu mengadakan kegiatan belajar mengajar/aktifitas

mengajar dalam bentuk kegiatan berkelompok?

____________________________________________________________

____________________________________________________________

2. Apakah di dalam kegiatan kelompok tersebut, guru melakukan penilaian

yang juga mengacu kepada performa individu?

____________________________________________________________

____________________________________________________________

3. Apakah guru kelas mengajarkan tentang peran serta individu sengat

penting terhadap kemajuan kelompok seperti, setiap individu harus

mempunyai pengetahuan agar masing – masing individu dapat memberi

masukan satu sama lain? Berikan contohnya ketika anda memberikan

masukan ke teman lain.

____________________________________________________________

____________________________________________________________

4. Menurut anda, ketika salah satu anggota performanya tidak maksimal,

apakah hal tersebut dapat mempengaruhi hasil yang didapatkan oleh

kelompok?

____________________________________________________________

5. Menurut anda, apakah bekerja dalam kelompok dapat meningkatkan sikap

saling percaya, sikap seorang pemimpin, sikap untuk mampu membuat

keputusan, serta meningkatkan kemampuan berkomunikasi dan

kemampuan mengolah permasalahan? Berikan alasanmu secara detail dan

jelas.


66

____________________________________________________________

6. Menurut pengamatan dan pengalaman anda sebagai siswa SMK teknik,

apakah materi bahasa inggris yang anda dapatkan selama ini sudah pas

atau cocok untuk anak SMK teknik?

____________________________________________________________

____________________________________________________________

7. Menurut anda sebagai siswa SMK, materi atau topic semacam apa yang

kalian harapkan atau inginkan untuk menunjang kehidupan kalian di

kemudian hari?

____________________________________________________________

____________________________________________________________

8. Lalu setelah selesai melakukan kegiatan kelompok/diskusi kelompok,

apakah guru juga menanyakan tujuan kelompok sudah tercapai atau belum

dan apa yang harus dilakukan agar kegiatan kelompok tersebut lebih

membuahkan hasil di kegiatan selanjutnya?

____________________________________________________________

____________________________________________________________

9. Menurutmu apakah topic yang sudah ada selama ini cukup menarik dan

membantu meningkatkan pengetahuanmu tentang jurusan yang sedang

anda dalami sekarang? Berikan alasan yang jelas dan berikan pula topic

semacam apa yang sesungguhnya sangat dibutuhkan oleh siswa SMK!

____________________________________________________________

____________________________________________________________

Thank You ^^


67

QUESTIONNAIRE

INFORMED CONSENT

Signed by: _______________________Date:_____________________________

Name :

Gender :

Educational Background :

Please answer the following question!

1. Do you like English lesson?

a. Yes, because ______________________________________

b. No, because _______________________________________

2. Do you like speaking in English lesson?

a. Yes

b. No

3. If your answer is NO, what is your reason? (more than 1 is allowed)

a. The activities are monotonous

b. The limited of vocabularies

c. Unattractive activities

d. Boring

e. Nervous

f. Feel afraid if making mistakes

g. Other: ____________________________________________

4. If your answer is YES, what is your reason? (more than 1 is allowed)

a. Speaking is fun

b. The activities are attractive

c. I’m talkative

d. Other: ______________________________________________

5. Do your teachers deliver the speaking materials with an attractive way?

a. Yes

b. No

6. Are the activities in speaking class fun?

a. Yes, because ________________________________________

b. No, because _________________________________________

7. Is the task in speaking class various?

a. Yes

b. No

8. Do you have any difficulties in speaking class?

a. Yes


68

b. No

9. If YES, what is your reason?

a. The topic is so boring

b. The grammar is so confusing

c. Always feel nervous

d. Afraid of making mistakes

e. The explanation is not clear enough

f. Other: ________________________________________________

10. What is your favorite activity in Speaking class (please give the numbers

from the most favorite activity that you like to the activity that less

attractive)

a. Role play

b. Peer feedback

c. Group discussion

d. Group presentation

e. Giving speech

f. Games

g. Other: _________________________________________________

11. Please choose topic that you like between the following options.

a. Technology

b. Communication

c. Sport

d. Music

e. Lifestyle

f. Education

g. Economy

h. Mass Media

i. Other: ________________________________________________

Thank You ^^


69

APPENDIX D

The Result of Pre-Design Questionnaire


70

Appendix D: The result of pre-design questionnaire

THE RESULT OF PRE-DESIGN QUESTIONNAIRE

Respondent : XII grade students of Kimia Industri and Kimia

analis class

Number of respondents : 57

The data taken on : 2nd week of February 2014

No Questions/Statements Percentage

1. Apakah kamu menyukai pelajaran Bahasa Inggris?

c. Ya 93%

d. Tidak 7%

2. Apakah kamu suka berbicara dengan menggunakan Bahasa

Inggris?

a. Ya 33%

b. Tidak 67%

3. Jika jawabannya tidak, apa alasan yang mendukung?

a. Aktifitasnya monoton 0%

b. Keterbatasan kosa kata 54%

c. Aktifitasnya tidak menarik 0%

d. Membosankan 0%

e. Grogi 19%

f. Takut salah 46%

g. Alasan lainnya 16%

4. Apabila jawanmu iya, berikan alasanmu.

a. Berbicara menggunakan Bahasa Inggris itu

menyenangkan

33%

b. Aktifitas menarik 9%

c. Hobi berbicara di depan public 4%


71

d. Alasan lainnya 4%

5. Apakah guru kelasmu mengajar dengan cara yang menarik?

a. Ya 74%

b. Tidak 26%

6. Apakah kegiatan “speaking” di kelas menyenangkan?

a. Ya 60%

b. Tidak 40%

7. Apakah tugas – tugas yang diberikan cukup variatif?

a. Ya 67%

b. Tidak 33%

8. Apakah kamu menemui hambatan ketika mengikuti kelas

“speaking”?

a. Ya 88%

b. Tidak 12%

9. Jika jawabanmu iya, berikan alasanmu

a. Topiknya membosankan 12%

b. Struktur kata/grammarnya susah dimengerti 40%

c. Selalu merasa grogi 35%

d. Takut membuat kesalahan 51%

e. Penjelasan kurang jelas 19%

f. Alasan yang lain 9%


students

10. Aktifitas apa yang paling favorit ketika pelajaran Bahasa

Inggris di kelas?

h. Role play 19

i. Peer feedback 15

j. Group discussion 26

k. Group presentation 25

l. Giving speech 20


72

m. Games 51

n. Kegiatan lain 7

11. Topic yang paling menarik dan paling dibutuhkan

j. Technology 19

k. Communication 18

l. Sports 14

m. Music 2

n. Lifestyle 6

o. Education 22

p. Economy 22

q. Mass media 5

r. Topic lain 3


73

APPENDIX E

List of Questions

for Pre-Design and Post-Design

Interview


74

Appendix E: Pre-Design Questions

1. How is the English materials used in SMK N 2 Depok?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. How is the students’ characteristic in SMK N 2 Depok?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. What kind of difficulties that the students face while learning English?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. What kind of activities that the students like when they are studying English?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


75

Appendix E: Post-Design Questions

1. What is your comment on the designed materials?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. What is your suggestion to make the material better?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Thank You


76

APPENDIX F

The Book


77

ENGLISH FOR BRIGHTER FUTURE

English Learning materials For intermediate level (gradeXII) State Vocational High School 2 Depok Cornelius Yoga A. P.


78

Preface

Education has an important role in the development of a country. The quality of

the human resources of a country can be improved by education. Thus national

education has to be able to ensure the equality in opportunity to get an education, the

improvement of education quality, the improvement of education relevance, and the

improvement of efficiency of education management.

English for Brighter Future: English for Vocational School for Intermediate Level

(Grade XII) aims to assist you in learning process by providing a number of learning

materials and activities that will improve your English skill especially in speaking skill.

The activities, exercise and context are deliberately customized to be suitable for

vocational high school, especially for chemical engineering.

English for Brighter Future: English for Vocational School for Intermediate Level

(Grade XII) is composed based on research about the students need now a days. The

process is to bridge the student’s background knowledge and experiences with the

materials to be given, expose you to authentic materials of language use, and have you

work on activities both individually and in groups.

Last but not least, the writers are very grateful to all people who have helped

and given their input, support and encouragement. Hopefully, this book will help you

learn English in a communicative way.

Yogyakarta, November 2014

Writer


79

Book Components

1. Picture and title of unit – introduce the topic in the unit

2. Let’s see – help you to think fast and critically

3. Get the Idea – find the idea about what we are going to learn

4. Find and share – ask you to find any difficult word and then share each

other difficulty with your friends in your group

5. Memorize it by pronounce it!! – help you to add new vocabulary and help

you pronounce words correctly

6. Speak UP!! – help you to develop your courage in speaking English

7. QUIZ – to take your individual score

8. Guess it!! – challenge you to guess a word/job/thing/etc by listen to the

description that given by your friend.

9. Present it!! – practice presentation in form of group

10. Sing a long song – practice pronunciation and speaking English by singing

11. Let’s play – to take your group score by doing a role play

12. Reflection – help you to think about the benefits of studying this material

related to your future.


80

Contents Preface ....................................................................................................................... ii

Book components ...................................................................................................... iii

Unit 1

We are surrounded by it ............................................................................................ 1

Unit 2

It’s not the Technology. It’s How We Use It............................................................... 11

Unit 3

I am the BOSS ............................................................................................................. 22

Unit 4

Learn through Music .................................................................................................. 32


81

Unit 1

We are surrounded by it


UNIT 1 – WE ARE SURROUNDED BY “IT”

The purpose of this unit is to introduce the vocational school students to a place where they will be in after they have graduated. Through this unit, students can imagine what kind of place they will work for later. Not only introducing and giving an image about it, but also giving an example of a conversation, vocabulary, how to pronounce word correctly, and etc.



Activity 1 – Get the Idea

* Form a group of 4 and watch the videos carefully

Screenshot 1

Screenshot 2

Screenshot 3



Activity 2 – let’s do it

After watching the video, discuss and share these questions orally in your group.

1. What do you think about the video?

2. What kind of industries are they?

3. What kind of machines/tools do they use?

4. What jobs are most common there?

5. What kind of services do they provide?

Activity 3 – Speak UP!!

Read and study the dialog. Practice it with your friends. Pay attention to your intonation

and pronunciation.

~ Daily conversation in industry ~

Max : Good morning, Jess.

Jessy : Morning, Max.

Max : How are you today?

Jessy : I am fine, thank you. How about you?

Max : I am a little bit sleepy.

Jessy : Why?

Max : Just like usual. I am watching movie until midnight.

Jessy : Ah, I see. That’s your habit eh.

Max : Yea, that’s my bad habit.



: By the way, how’s your work today? Still doing a research about new

medicine?

Jessy : Yeah still doing the same job, researching the content of herbs so it can be

produced into a medicine.

Let’s go to the lab, Max.

Max : Okay, by the way what herbs did you use? How is the process?

Jessy : The process of extracting mangosteen rind is like this, actually there are 3

ways:

Method I

1. Weighing the initial weight of 150 grams of mangosteen rind.

2. Slice the mangosteen rind into a small shape then dry it for 7 days.

3. Pound some mangosteen rind then put into the empty capsule.

Method II

1. Take a small slice of mangosteen rind then dry it in the sun until dried up.

2. Take a cup of hot water; dip 2-3 slices dried mangosteen rind earlier.

3. Drink the potion after the water feel warm and the color turn into purple.

Method III

1. Take 2 mangosteen fruit.

2. Wash and cut into pieces, boil in 4 cups of water until half of volume is

gone.

3. When it’s already cold, strain it then give honey to make it tasty.



Max : I see. Not so difficult I think.

Jessy : Of course not, but that’s just the process of extracting mangosteen rind. For

the mass product we use the machine using the same process like what I did last

time to make it into a capsule or a tablet.

Max : Now I know that u just doing experiment and the rest will be done by machine

Jessy : That’s right.

Max : Okay then, I will see you later Jess. I will go back to my office.

Jessy : Okay Max. See you.

Max : See you

Activity 4 – find and share

Find any difficult words from the dialog and find the meaning in Bahasa Indonesia with

your group.

No Difficult words Meaning in Bahasa Indonesia

1

2

3

4



5

6

7

…

Activity 5 – memorize and pronounce it!!

Add new vocabulary and Pronunciation practice

Read the following words and find their meanings in your dictionary/internet. Pay

attention to your pronunciation.

1. absolute zero

2. accuracy

3. acid

4. reaction

5. aeration

6. atom

7. allotropy

8. anion

9. anode

10. atomic number

11. barometer

12. biochemistry

13. boiling boiling point

14. boiling-point elevation

15. catalyst

16. cation

17. centrifuge

18. chemical reaction

19. colloid

20. combustion


http://en.wikipedia.org/wiki/Absolute_zero

http://en.wikipedia.org/wiki/Accuracy

http://en.wikipedia.org/wiki/Acid

http://en.wikipedia.org/wiki/Addition_reaction

http://en.wikipedia.org/wiki/Aeration

http://en.wikipedia.org/wiki/Atom


21. compound

22. condensation

23. conductor

24. crystal

25. cuvette

Activity 6

Read the dialog once again and answer these questions below.

1. What is Jessy?

2. Where does she work?

3. What are they doing?

4. What is the advantage of consuming mangosteen rind extraction?

5. After being proceed manually, what is the next step?

Activity 7 – Guess it!!

Pair up and guess the industry or the tool is based on the given descriptions. You can

also use your own descriptions.

No Description Name of tool/type of

industry

1 A thin glass tube used especially in biology and

chemistry for measuring or moving a small amount

of liquid.



2 A tube inside which liquid or gas flows from one

place to another.

3 A small cooker that burns paraffin.

4 A clear liquid with a strong smell made from coal or

petroleum and used as a fuel, especially in heaters

and lights.

5 An industry that uses large machines to produce

either materials such as steel or large goods such as

ships and trains.

6 An industry that provides a service for people but

does not result in the production of goods.

Use your own description

Activity 8 – Quiz

Use your memory from the first video and answer these questions below correctly

1. Who is Arriana Zirbes?

2. Who is Tom Jones?

3. What is the ingredient manager’s job/task?

4. Why does Nestle take most of the worker from University of Wisconsin-Eau

Claire chemistry grads?

5. How many grads from University of Wisconsin-Eau Claire Chemistry works in

Nestle nutrition?



Activity 9 – Let’s play!!

Present a 3 (three) minute role-play with your group about working in the industry. It

could be a chemical industry or another industry such as automotive industry. You can

see dialogue page 4-6. After you finish making the dialog, come in front of the class and

perform it.

Activity 10 - REFLECTION

1. What social skill have you learned today?

2. Is that social skill useful for your life?

3. Give an example!

4. What have you learned from this material?

5. Is this material useful for your future? Please give a reason.


91

IT’S NOT THE TECHNOLOGY

IT’S HOW WE USE IT


UNIT 2 – IT’S NOT THE TECHNOLOGY, IT’S HOW WE USE IT

The purpose of this material is to helps student to think widely about the function of social media. Generally, students will think that social media just for fun or chit chat with their friends. Actually social media have many advantages. Through this material, the students will know that social media can be functioned as a “bridge” to their success



Activity 1 – let’s see

* Watch the pictures carefully and give your opinion about it.



Activity 2 - Get the Idea

Form a group of 4 and watch the videos carefully


Screenshot 1




Find any difficult words from the short video and discuss it with your group.


1

2

3

4

5

6

7

…

Answer the following questions based on your understanding after watching the

pictures and the video.

1. Have your ever used those applications/software/programs?

2. For what reasons do you use those applications/software/programs?

3. How often did you use those applications/software/programs?

4. What kind of device did you use to open those applications/software/programs?







- Social media vocabulary

1. Viral

2. Platform

3. Authenticity

4. Influence

5. B2B: Business to Business.

6. B2C: Business to Consumer.

7. Hashtag

8. Search Engine Optimization (SEO)

9. Transparency

10. Synergy

11. Trending

12. e-Book

13. Wiki

14. Blog

15. User-Generated-Content (UGC)

16. Tweeps

17. Microblogging

18. Widget

19. Link bait

20. Meme

21. Engage

22. Website traffic

23. Tag

- Chemical vocabulary

1. deionization

2. deliquescence

3. Deposition

4. dipole

5. dipole moment

6. dissolution or solvation

7. bond

8. electrolyte

9. electrochemical cell

10. electromagnetic radiation

11. electromagnetism

12. electromotive force



13. electron

14. electron shell

15. electric charge

16. element

17. energy

18. enthalpy

19. entropy

20. enzyme

21. Empirical Formula

22. Eppendorf tube

23. freezing

24. Faraday constant

25. Frequency

Activity 5 - Speak UP!!

Read the dialog carefully and act it out with your friends in front of the class.

Sometime in the park

Nicko is watching Crist playing FB

Crist, what are doing here?

Hai Nick. Ah just relaxing for a while. By the way, why are you here?

I want to go to library, but in the way I go there I see you here. So I come to say hi.

What are you doing with your facebook Crist?

Just playing around? What a wasting time dude.

I see then.

What do you mean?

Ah, just playing around with my friends and share something funny with them.



For the example, you can use it as marketing media. If you have business, Social media present great marketing opportunities for businesses of all sizes. You can use social media to: promote the name of your brand and business, tell customers about your goods and services, find out what customers think of your business, attract new customers, and build stronger relationships with existing customers.

Advantages of using social media broad reach - social media can reach millions of people

all around the world

ability to target particular groups - many forms of

social media (e.g. Facebook, Foursquare) allow

businesses to target specific groups, often in particular

locations

free or low-cost - many forms of social media are free

for business, and paid options are usually low-cost

personal - social media allow you to communicate on a

personal basis with individual customers and groups

fast – you can quickly distribute information to many

people

easy - you don't need high-level skills or computer

equipment to participate in social media. The average

person with a standard computer should have no

difficulty.

Of course it has some advantages and disadvantages.

I mean that you can do something more productive with that social media (facebook).

What’s that? Could you tell me what are the advantages?

Can you give me an example bro?

I see. I wonder if there are advantages and disadvantages using this social media as a marketing tool.



Marketing through social media also has its risks. These include:

wasted time and money for little or no

tangible return

the rapid spread of the wrong kind of

information about your business (e.g.

incorrect information accidentally posted by

you, negative reviews posted by others)

legal problems if you don't follow privacy

legislation and the laws regarding spam,

copyright and other online issues.

And the disadvantages?

That is so complicated though. By the way, where did you found those information?

Ok then. Thanks for your useful information Nick.

I will try it later.

Ok. See you later.

I found it from this website (https://www.business.qld.gov.au/business/running/marketing/online-marketing/social-media-business)

No problem bro.

Okay, good luck and have fun. ^^. I have to go now.

See ya.


http://www.oaic.gov.au/privacy/privacy-act/the-privacy-act

http://www.oaic.gov.au/privacy/privacy-act/the-privacy-act

http://www.digitalbusiness.gov.au/security-and-legal/legal-tips/

http://www.digitalbusiness.gov.au/security-and-legal/legal-tips/


Activity 6 - QUIZ

Use your memory from the dialog and answer these questions below correctly.

1. What did Crist do before Nicko come?

2. What kind of relationship do they have?

3. What is the function of social media according to Crist?

4. What is the function of social media according to Nicko?

5. What are the advantages of social media as marketing tool?


Pair up and guess the name of the social media applications based on the given

descriptions.

No Description Name of social media

1 The number one place for creating video content,

with can be an incredibly powerful social media

marketing tool.

2 The social media marketing tool that lets you

broadcast your updates across the web. You can

follow or unfollow people/organization/something

interesting around the world.

3 The social media marketing tool that lets you

broadcast your updates across the web. You can

add friends or subscribe them.

4 The social media that helps you find places.



5 The social media that helps you share your

creativity through picture.

6 The social media that helps you share your creative

writing or something else.

…

Activity 8 – Present it

Work in groups of four and make a new page or account of social media (you can choose

what social media that you like to make) to advertise your business. Decorate it and

then present it in front of the class with your group.




3. Give an example!




102

Unit 3

I am the BOSS


UNIT 3 – I AM THE BOSS

The purpose of this material is to help student to think widely about their study program. Generally, students will think that after graduate from vocational high school they will just apply a job in an industry. There is nothing wrong with working in an industry, but through this material, students will learned about entrepreneurship.




* Form a group of 4 and watch the videos carefully

Screenshot 1

Screenshot 2

Right now I am planning to start

my own airline company





1. What do you think about the videos (1st and 2nd)?

2. What kind of dream is the main character having?

3. What did the main character do?

4. What kind of dream jobs are most common there?

5. In the end of story, what did the main character get?



and pronunciation.

~ What is your dream? ~

During break time at class

Rina : Hi Elis. What book are you reading right now?

Elis : Oh… This is a book about law.

Rina : You seems really enjoy your reading. Do you like law or something like that?

Elis : Yes, I like everything that deals with law. I think when I go to college later I’m

going to be law student. My dream is to become a well-known and professional

lawyer.

Galih : A lawyer? What so good of being of a lawyer?

Elis : I think being a lawyer is really cool for me. I can help people to deal with their

law problems. I can give advices to people regarding the way out of their law

issues or defend them in their lawsuit cases. Lawyer is also a prestigious



profession. It’s not easy to be a lawyer. You need to take a long educational

period to make you a true and dependable lawyer.

Galih : I heard that a lawyer makes a lot of money too. Ha ha ha.

Elis : Ha ha ha. I think that could be one reason too. So, what do you want to be in

the future, Rina?

Rina : My true goal is becoming an entrepreneur.

Elis : Entrepreneur? Whoa, are you serious about that? What a goal to reach, Rina!

Rina : Yes, I am 100% serious about this. I will build a computer manufacture since I

am good at IT and I want to open opportunity for those unemployment. What

about you, Galih? What is your dream job?

Elis : Um… I don’t know. Since I like arts, I think I’m going to be an artist.

Rina : An artist? Um, that’s quite cool for me. What makes you decide to be an artist

as your dream job?

Galih : Yeah, as you see, I’m crazy about arts. Actually I love all kinds of art, especially

fine arts. I love to paint and make sculptures or statues from woods, or wax. I

want to be a great fine artist that is known by everybody. I want world to get

amazed of all my art creations. I want to bring peace and happiness through my

art creations. That’s really a great dream for me.

Rina : Your speech is really cool, Galih.

Elis : You are terrific at fine arts, Galih. I’m sure you will reach your dream as world’s

artist.

Galih : Thank you, Girls. I hope in the future you two can be the best Lawyer and

entrepreneur for our country.

Elis : Yup good luck guys!

Rina : Good luck!





your group.


1

2

3

4

5

6

7

…







1. Ability

2. Acceptance

3. Access

4. Achievement

5. Actual

6. Adjustments

7. Advance

8. Advantage

9. Advice

10. Affect

11. Agreement

12. Analysis

13. Approach

14. Approval

15. Assistance

16. Associate

17. Assumption

18. Authority

19. Effect

20. Effort

21. Employment

22. Enterprise

23. Error

24. Esteem

25. Evaluate

26. Exchange

27. Executive

28. Expansion

29. Expectations

30. Expenses

31. Ideas

32. Identify

33. Implement

34. Independence

35. Investment



Activity 6 - QUIZ


1. What will Rina do after graduation from high school?

2. What will Galih do after graduation from high school?

3. What kind of art that makes Galih interest?

4. According to Elis, what is the benefit of being a lawyer?

5. Why Rina wants to be an entrepreneur?


Pair up and guess the name of the job based on the given descriptions. You can also use

your own descriptions. (You can open your dictionary)

No Description Profession

1 A person who analyses samples using a range of

modern techniques including electro-

chromatography, high performance liquid

chromatography and spectroscopy.

2 A person who applies scientific expertise and

technological principles to the study of food

products and processes within manufacturing and

research settings.

3 A person who works with cars, motorcycles, vans

and other commercial vehicles. They are involved in

the design, manufacture, distribution, marketing,

sales and after-sales care of these vehicles.

4 A person who is responsible for developing new

industrial processes and designing new process



plants/equipment or modifying existing ones.

5 A person who is responsible for creating a site or

pages, this includes the design, layout and coding,

this can mean working on a brand new website or

updating an already existing site.

6 Artists who use sequential images of drawings,

puppets and models to produce films for

commercials, computer games, pop music videos

and websites.


Activity 8 – Let’s play!!

Present a 3 (three) minute role-play with your group about job interview. Just pretend

one of you to be the owner of the industry. You want to get the best worker from the

interview. After you finish making the dialog, come in front to the class and perform it.






3. Give an example!




112

Unit 4

Learn through Music


UNIT 4 – Learn through Music

Learning English is not always using a formal activity. English could be learned through fun activities such as playing games, watching movies, and listening to music.



Activity 1 – let’s see

* Watch the pictures carefully and give your opinion about it.




* Form a group of 4 and watch the videos carefully.

Screenshot 1





1. What do you get from the video?

2. What did Naomi Nito write in VOA special English FB page?

3. What song did Asi Tambunan suggest?

4. What did Paul Cifuentes say about Bob Marley’s songs?

5. And the last, what did Katie Kivenko write in VOA special English FB page?



and pronunciation.

~ What is your interest? ~

During class time at school

Teacher : Class, do you know what hobby is?

Students : Yes sir, hobby is some kind of activity that we like to do in particular time or

circumstance, for example in our leisure times.

Teacher : Correct, each of you must have different hobbies. You can do your hobbies all

the time as long as it doesn’t bother your studying times or harm others. Would

you tell me what your hobbies are, Class? How about you first, Ricky?

Ricky : Um… yes Ma’am, my hobby is playing football. I always feel happy when I start

playing football with my friends.



Teacher : Playing football is a good hobby. Playing football can make your body healthy.

Good hobby, Ricky, just don’t forget your time to study! Okay…. Now… What

about you, Tania? What’s your hobby?

Tania : Yes, Ma’am. My hobby is playing violin.

Teacher : Wow, how good are you at playing violin, Tania?

Rahmat : [Suddenly interrupts] She plays violin terrifically, Ma’am. I heard and watched

her playing with her violin once, and it was awesome, the sound was really

melodious.

Tania : No, Ma’am, Rahmat is exaggerating. [Blushing]

Teacher : Hahaha. It looks like we have a violinist in our class. It’s okay, Tania. You don’t

have to be shy, you should be proud of it. So, what about your hobby, Rahmat?

Rahmat : Um… me, Ma’am? Um… my hobby is collecting currencies.

Teacher: Collecting currencies?

Rahmat : Yes, Ma’am. I like to collect currencies of every nation. I like to collect coins,

tokens, and paper moneys. There have been some collections of coins, tokens,

and paper moneys from several nations I keep in my bedroom. I’m still trying to

collect them.

Teacher : Wow that is a quite unique hobby, Rahmat. How and where did you get the

money?

Rahmat : Some of them I got from people freely and for some others I needed to pay for

them. I usually have to buy them from internet. I used my savings to buy them

since most currencies were sold quite expensive.

Teacher : That’s a great hobby, Rahmat. But just remember; do not spend all of your

money in order to add your currency collections. Use your own money wisely.

Rahmat : Yes, Ma’am.



Teacher : And…. How about you, Paula?

Paula : Yes, Ma’am. Um…. My hobby is cooking.

Teacher : Wow, cooking. What kind of food you can cook, Paula?

Paula : I can make some Indonesian foods and western foods like pastas and pizzas.

Teacher : Wow, that’s good. Who taught you to cook, Paula?

Paula : It’s my mother, Ma’am. She is a chef.

Teacher : Oh, wow. Now we have a young chef in our class. But don’t forget to keep

studying for your education, Paula.

Paula : Yes, of course, Ma’am.

Teacher : Alright, I’d love to know all of your hobbies, Class. So prepare a sheet of paper

and start writing down and tell me about your hobbies.

Edited from http://www.belajaringgris.net/



your group.


1

2



3

4

5

6

7

…





1. title

2. artist

3. open / intro

4. "cold ending"

5. run time

6. composer

7. lyricist



8. musician

9. poems

10. arranger

11. producer

12. engineer (also called recording engineer or studio engineer or session engineer

13. components of a song

14. melody

15. harmony

16. rhythm

17. vocal type

18. lyrics

19. verses

20. refrain / chorus

21. pre-chorus

22. bridge

23. breakdown

24. riff instrumentation (or orchestration)

25. beat

26. note

27. love song

28. easy listening



29. solo

30. vocal group

Activity 6 - QUIZ


1. What is the definition of hobby according to that dialog page 36 - 38?

2. What is Tania’s hobby?

3. Rahmat has a unique hobby. What is it?

4. How did Rahmat get his collections from several nations?

5. Who is like cooking Indonesian foods and western foods?


Pair up and guess the name of the job based on the given descriptions.

No Description Profession

1 A person who plays the guitar.

2 Someone who plays the supporting music while

someone else sings or plays the main tune.

3 Someone who plays the drums in a band.

4 A musician who plays an instrument with a

keyboard, especially an electric piano.

5 Someone who performs a musical solo.



6 Someone who writes music, especially classical

music.

7 Someone who plays the cello.

8 Someone who performs music in the streets and

other public places for money.


Activity 8 – Relaxation

Listen to the music/song that the teacher already prepared. Student allowed to sing.

Activity 9 – Sing a long song

Prepare 2 (two) English songs with your group. Performance will be held in the next

meeting. You can use any kind of instrument as long as you have it.




3. Give an example!




123

APPENDIX G

The Sample of Syllabus and Lesson Plan


COMPENTENCY

STANDARD BASIC

COMPETENCY INDICATORS

LEARNING

OBJECTIVES

Unit/Activi

ty(s)

LEARNING

STEPS

CHARACTER

BUILDING

Communicating in

English equals to

the Intermediate

level

3.1 Understanding

limited

monologues with

native speakers in

a specific working

setting.

Explain some

processes of

making

something

1. Express steps of

making something

correctly and

clearly.

2. Speak English

clearly

3. Pronounce word

correctly

4. Give a vision about

what will they do

after graduation

Unit 1 act 3.

All of the

activities in

the book.

Unit 1 act 5.

Unit 1 Act 1

and 2.

1. Exploration

2. Elaboration

3. Confirmation

1. Cooperative

2. Curiosity

3. Honesty

The Sample of Syllabus



SEKOLAH MENENGAH KEJURUAN NEGERI 2 DEPOK

Jl. Mrican – Catur Tunggal, Depok, Sleman, Yogyakarta

Telp (0274) 513 515 Fax: (0274) 513 4538

LESSON PLAN

NAME OF SCHOOL : SMKN 2 DEPOK

SUBJECT : English

GRADE /SEMESTER : XII/5

TOPIC : We are surrounded by it

DURATION : 2x45 Minutes

MINIMUM STANDARD CRITERIA : 80

A. COMPENTENCY STANDARD

Communicating in English equals to an Intermediate level

B. BASIC COMPETENCY

3.1 Understanding limited monologues with native speakers in a specific working setting.

C. INDICATORS

- Explain some processes of making something

D. LEARNING OBJECTIVES

At the end of learning activities, students are able to:

1. Expressing steps of making something correctly and clearly.

2. Speak English clearly

3. Pronounce word correctly

4. Give a vision about what will they do after graduation

E. LEARNING STEPS

1. Exploration

2. Elaboration

3. Confirmation

F. CHARACTER BUILDING

1. Cooperative

2. Curiosity

3. Honesty


G. LEARNING METHOD

Lecture, discussion, giving assignments and action

H. LEARNING RESOURCES

1. English for Brighter Future, Cornelius Yoga

2. Dictionary

3. Text, short paragraph, article, short dialogue, video, etc.

I. LEARNING ACTIVITY

Meeting 1 (2 x 45 minutes),

Section Learning

Material Teacher’s Activity Student’s Activity Time

Pre-Activity

T greets Ss

T asks Ss to pray together

T checks Ss’ attendance list

Ss pay attention to T

Ss pray together

5

Wh

ils

t-A

cti

vit

y/M

ain

-Ac

tivit

y

Exploration

T gives a clue about the topic

that is going to be explained with

pictures

Ss watch the pictures

and then try to guess

10

25

Listening

– Get the

idea –

English

for

brighter

future

unit 1

T presents the instructions

T ask the Ss to make a group

T plays the recording/videos for

Ss to listen and asks Ss to take

notes of important details :

- What do you think about

the video?

- What kind of industries

are they?

- What kind of machine

that they use?

- What jobs are most

common there?

- What kind of service do

they provide?


Ss make a group

Ss listen to T / the

recording and take

notes of important

details :

- The video

tells about

food industry

- Food and milk

industry

- Etc.


Elaboration

Speaking

– Speak

up!! –

English

for

brighter

future

unit 1

Give a

vision

about

what will

they do

after

graduatio

n

Express

steps of

making

somethin

g

T invites Ss to share their

understanding orally in their

group

T introduces the focus of the

activity

T explains new vocabulary that

Ss may ask about

T asks the student to make three

question that related to the

videos :

ex

- What do you do after

graduate from vocational

high school?

- What do you think about

chemical industry?

- Etc

T asks the Ss to read the

dialogue in the book pg.4 about

daily conversation in industry

T explain that in the dialogue

above, there are some

expressions of instruction of

Ss share their

answers about the

recording such as the

idea of the videos

orally in the group


and ask if there is

difficult word

Ss make the

questions

- What will you

do after

graduated?

- Do you want

to become a

chemical

engineering?

Ss read the dialogue

in pair. Ss read the

dialogue carefully

and always pay

attentionto the

pronunciation.


Ss take a note

20


correctly

and

clearly.

Speak

English

clearly

Pronoun

ce word

correctly

making something, ex :

- Slice the mangosteen

rind into a small shape

then dry it for 7 days

- Pound some mangosteen

rind and then put it into

an empty capsule.

- etc.

Move to next activity

Find and share difficult word

from the dialogue

In this activity T ask the Ss to

find difficult words as much as

possible, find the meaning in

Bahasa Indonesia and then

share it to their group so it can fill

each other knowledge about new

vocabulary.

Then the next activity is adding

new vocabulary via speaking

Because this is chemical

engineering classes so the

vocab which the T want to add is

vocabulary about chemical

words

T ask the Ss if they still

remember the videos about

chemical industry or not

Each Student find

any difficult word and

then share it to their

group

Ss repeat after the T

Ss practice with their

friends

Ss give feedback

each other about

their pronunciation.

Correct or wrong

Ss answer that they

forget the idea of the

videos

Ss watch the video

carefully

Ss do the exercises

from English for

brighter future pg. 8

activity 6

15

20


T plays the recording/the videos

from the last meeting

T ask Ss to do exercise pg. 8

activity 6

T skip activity 7 for ice breaking

after quiz

T ask the Ss to close the book

and then write the instruction and

the quiz questions in the white

board.

The questions is from activity 8

pg. 9.

1. Who is Arriana Zirbes?

2. Who is Tom Jones?

3. What an ingredient

manager do?

4. etc

Ice breaking time

Activity 7 – guess it

T ask the student to pair up with

their friend and then one student

will become asker and other

student become the guesser

T give the Ss time to prepare the

role play about working in the

industry (the last activity of this

material)

T ask the student about their

preparation of the role play

Ss close the book

and write the

question in a piece of

paper then answer it.

Ss do what the

teacher ask to them

Ss prepare the story

and the dialogue

Ss answer that they

are ready for playing

role play


T ask the student to write their

group name in a piece of paper

and then collect it together.

The group performer will be

taken from the piece of paper

(randomly)

T take the piece of paper

randomly to begin the role play

T asks the group performer to

act out in front of the class

Ss perform their 3

minutes role play

Po

st-

Ac

tiv

ity

Confirmation

T reviews today’s lesson briefly

T ask the reflection question to

the Ss

- What social skill that you

have learn today?

- Is that useful for your life?

- etc

T closes the meeting

Ss ask the T if there

are unclear material

Ss answer the

reflection questions

- the social skill

help us to

interact with

other

employer in

working place

- yes, it is very

helpful and

useful

- etc


J.ASSESSMENT

I. Performance Test : Assessment Speaking and listening

Guidelines for Assessing

No Aspect

Grade

Excellent Good Average Poor

1. Content

2. Fluency

3. Intonation

4. Pronunciation

5. Coordination/Team

work

II. task : From book and student creativity assessed as personal

score

Depok, 20 November 2014

Teacher


NIM. 10 1214 041


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · kooperatif bagi siswa kelas 12 SMK N 2 DEPOK dirancang, dan (b) bagaimana bentuk materi speaking berbahasa Inggris menggunakan